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Title: The Integratibility of Words and Their Referents into Embodied Representations.
Creator: Prestwood, Virginia, Department of Psychology
Abstract/Description: Embodied theories of language comprehension suggest that sentence comprehension involves a perceptual simulation of the objects, agents, and event described within the sentence using the same perception and action systems we use when we interact with the world. Past research shows that within experiments, the integratibility between the perceptual stimuli and cognitive representation influences reaction time to sensibility questions. This experiment was designed to investigate the question of...
Show moreEmbodied theories of language comprehension suggest that sentence comprehension involves a perceptual simulation of the objects, agents, and event described within the sentence using the same perception and action systems we use when we interact with the world. Past research shows that within experiments, the integratibility between the perceptual stimuli and cognitive representation influences reaction time to sensibility questions. This experiment was designed to investigate the question of whether embodied cognitive representations contain visual, semantic, and phonological properties and if some of these properties contribute to integratibility more than others. Participants listened to sentences describing the transfer of an object either towards or away from their body. They were then shown two pictures of an object that was either a visual, semantic or phonological competitor to the object described in the sentence. The two pictures of the competitor created an illusion of motion that either matched or mismatched the direction of motion described in the sentence. After viewing the two pictures, participants were asked a question to which their reaction time was recorded. A compatibility effect was said to have occurred if the reaction times for the match condition were faster than the mismatch condition.
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Date Issued: 2013
Identifier: FSU_migr_uhm-0206
Format: Thesis

Title: Validation of an Older GOMS Parameter for Short-Term Auditory Memory Store.
Creator: Shiao, Kristina, Department of Psychology
Date Issued: 2014
Identifier: FSU_migr_uhm-0358
Format: Thesis

Title: Threat Processing in the Human Sensory Cortex.
Creator: You, Yuqi, Li, Wen, Kabbaj, Mohamed, Kelley, Colleen M., Wang, Zhi, Wang, Zuoxin, Feng, Jian, Florida State University, College of Arts and Sciences, Department of Psychology
Abstract/Description: The need for expedient detection of and response to signals of danger compels the development of sophisticated neural circuits for threat processing. This threat neural circuitry should support not only identification of and response to innately threatening stimuli, but also learning and memory of sensory cues predictive of such threats. While extensive rodent and human research has established an essential role of the amygdala in processing innate and learned threats, increasing evidence...
Show moreThe need for expedient detection of and response to signals of danger compels the development of sophisticated neural circuits for threat processing. This threat neural circuitry should support not only identification of and response to innately threatening stimuli, but also learning and memory of sensory cues predictive of such threats. While extensive rodent and human research has established an essential role of the amygdala in processing innate and learned threats, increasing evidence suggests the existence of extra-amygdala neural circuits that are capable of independent threat processing. The sensory cortex emerges as an important part of the threat circuitry, demonstrating heightened neural response to innately threatening stimuli and persistent neural plasticity as a result of threat learning. In three separate yet conceptually-integrated experiments, employing a combination of electrophysiological and functional magnetic resonance imaging (fMRI) methods, this dissertation examines threat processing in the human sensory cortex, and importantly, disentangles its unique contribution from that of the amygdala. Study 1 (Chapter 2) indicated that the ventral visual cortex was capable of fast, refined processing of threat scenes, relatively independent of the amygdala. Studies 2 and 3 (Chapters 3 and 4) further applied threat conditioning to examine possible learning and memory mechanisms by which the sensory cortex contributes to the processing of threat. Study 2 demonstrated immediate and long-term plastic changes in the olfactory cortex to learned threat odors, combining fMRI, olfactory aversive conditioning, and a long-term memory retention test (on Day 9). Lastly, Study 3 revealed visual cortical and amygdala contributions to immediate and lasting plastic changes to learned visual threats, respectively, combining brain electrophysiology, visual aversive conditioning, and a long-term memory retention test (on Day 16). Together, these three experiments demonstrate the critical role the sensory cortex plays in threat encoding and the origin of such sensory cortical threat codes via associative learning.
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Date Issued: 2017
Identifier: FSU_FALL2017_You_fsu_0071E_14136
Format: Thesis

Title: Memory Consolidation during Post-encoding Wakeful Rest.
Creator: Komsky, Jane C. (Jane Claire), Bishop, Michael A., Johnson, Frank, Boot, Walter Richard, Nee, Derek Evan, Florida State University, College of Arts and Sciences, Department of...
Show moreKomsky, Jane C. (Jane Claire), Bishop, Michael A., Johnson, Frank, Boot, Walter Richard, Nee, Derek Evan, Florida State University, College of Arts and Sciences, Department of Psychology
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Abstract/Description: Engaging in post-encoding wakeful rest has been shown to lead to better retention of encoded information versus engaging in a post-encoding task. Brain imaging studies have shown that there is reactivation during post-encoding rest of brain areas that were active during initial encoding, and this process has been attributed to memory consolidation, leading to the improvements in recall. The present set of experiments investigated the impact of conscious thoughts occurring during post-encoding...
Show moreEngaging in post-encoding wakeful rest has been shown to lead to better retention of encoded information versus engaging in a post-encoding task. Brain imaging studies have shown that there is reactivation during post-encoding rest of brain areas that were active during initial encoding, and this process has been attributed to memory consolidation, leading to the improvements in recall. The present set of experiments investigated the impact of conscious thoughts occurring during post-encoding wakeful rest on delayed recall performance for both younger and older adults. Recall was tested across two tests separated by a rest period while verbalizing conscious thoughts or engaging in a visuo-spatial task while verbalizing thoughts. The present set of experiments demonstrated that both younger and older adults engage in post-encoding conscious reply that relates to delayed recall organization. The role of conscious replay in post-encoding processing is discussed.
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Date Issued: 2017
Identifier: FSU_FALL2017_Komsky_fsu_0071E_14232
Format: Thesis

Title: Belief Systems and Executive Functioning.
Creator: Berry, Cassie Stutts, Kaschak, Michael P., Sunderman, Gretchen L., Boot, Walter Richard, Kelley, Colleen M., Conway, Paul, Florida State University, College of Arts and Sciences...
Show moreBerry, Cassie Stutts, Kaschak, Michael P., Sunderman, Gretchen L., Boot, Walter Richard, Kelley, Colleen M., Conway, Paul, Florida State University, College of Arts and Sciences, Department of Psychology
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Abstract/Description: Perceiving our world is an active process. We actively explore and investigate the environment rather than passively registering the objects and events we encounter. Our perception and attention reflect our moods, expectations, and beliefs. Recent evidence supporting this approach comes from studies that focus on the impact of individual differences on human perception and attention. Characteristics about the world we live in, like culture or religion, may drive these differences in...
Show morePerceiving our world is an active process. We actively explore and investigate the environment rather than passively registering the objects and events we encounter. Our perception and attention reflect our moods, expectations, and beliefs. Recent evidence supporting this approach comes from studies that focus on the impact of individual differences on human perception and attention. Characteristics about the world we live in, like culture or religion, may drive these differences in perception and attention. One of the ways this has been looked at is by examining executive functioning. Inhibitory control, the ignoring of irrelevant information, is an important component of executive functioning. The Simon, Flanker, and Stroop tasks are all common measures of inhibitory control. They all require to some degree the inhibition of irrelevant information when selecting an appropriate response to stimuli. Several studies have reported a bilingual advantage on these tasks. Previous research has indicated differences in cognitive functioning for those of different political beliefs. Differences are seen in perception of multi-level stimuli in people of different cultures and religions and for people with different political leanings. Previous research has found similar differences in performance on a measure of executive functioning for people of different religions. The expected effects for the Simon and Flanker task were found in this sample. Differences in the size of the Simon and Flanker effect were not found in this sample for those of different religious beliefs or political beliefs
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Date Issued: 2017
Identifier: FSU_FALL2017_Berry_fsu_0071E_14233
Format: Thesis

Title: The Influence of Functional Health Limitations and Fluid Intelligence on Technology Use Through the Adult Lifespan.
Creator: Gibson, Melissa N., Department of Psychology
Abstract/Description: The percentage of seniors in the western world that use computers and mobile devices has increased dramatically in the last decades, however this number is still considerably lower than that of younger adults. To further explain this relationship, this paper has explored the impact of the factors of functional health limitations and fluid intelligence on technology use and age. To do this, this paper used previous data collected by the Center for Research and Education on Aging and Technology...
Show moreThe percentage of seniors in the western world that use computers and mobile devices has increased dramatically in the last decades, however this number is still considerably lower than that of younger adults. To further explain this relationship, this paper has explored the impact of the factors of functional health limitations and fluid intelligence on technology use and age. To do this, this paper used previous data collected by the Center for Research and Education on Aging and Technology Enhancement (CREATE) consisting of a sample of 1,204 adults over the age of 18. The participants completed a battery including self-rated health, technology experience, and measures of cognitive abilities, along with other measures that were not discussed in this paper. This study was conducted using data from the CREATE I data set and analyzed variables of age, fluid intelligence, functional health limitations, and technology use. The findings in this study show a significant positive interaction between age and functional health limitations on technology use, suggesting that technology use is impacted more among younger adults with functional health limitations than older adults with functional health limitations.
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Date Issued: 2015
Identifier: FSU_migr_uhm-0463
Format: Thesis

Title: Individual Differences: Accounting for Variation in Embodied Language Processing Effect.
Creator: Carranza, Julie, Boot, Walter Richard, Borovsky, Arielle A. (Arielle Ann), Florida State University, College of Arts and Sciences, Department of Psychology
Abstract/Description: Many researchers have attempted to replicate different embodied language processing effects, with varying degrees of success. We wanted to know what, if any, individual differences might account for the observed variance for these embodied effects. Using the Action-sentence Compatibility Effect (ACE) paradigm from Sell and Kascahk (2012) as our dependent measure, individual differences measures of personality (Big Five Personality Traits, Morizot, 2014) and cognitive abilities (Need for...
Show moreMany researchers have attempted to replicate different embodied language processing effects, with varying degrees of success. We wanted to know what, if any, individual differences might account for the observed variance for these embodied effects. Using the Action-sentence Compatibility Effect (ACE) paradigm from Sell and Kascahk (2012) as our dependent measure, individual differences measures of personality (Big Five Personality Traits, Morizot, 2014) and cognitive abilities (Need for Cognition – Short Form, Cacippo, Petty, and Kao, 1984; Modified Metacomprehension Scale, Mcginnis, Saunders, and Berns, 2007) were first correlated, and then investigated through linear mixed models regression. In both experiments presented, the dependent measure failed to replicate. However, in Experiment 2, we were able to explain the observed variance through a model building approach. From the personality measures, conscientiousness was found to interact with part of the ACE measure. Of the cognitive measures, Need for Cognition was found to significantly interact with the ACE measures, while regulation from the Modified Metacomprehension Scale and conscientiousness from the Big Five interacted with part of the ACE measures. A discussion about the findings follows the presented work.
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Date Issued: 2015
Identifier: FSU_2015fall_Carranza_fsu_0071N_12839
Format: Thesis

Title: The Role of Fingers in Adults' Numerical Processing.
Creator: Kowalsky, Amanda L., Kaschak, Michael P., Ganley, Colleen M., Hart, Sara (Professor of Psychology), Florida State University, College of Arts and Sciences, Department of Psychology
Abstract/Description: Finger gnosis, the ability to mentally represent one’s fingers, has been shown to predict mathematical ability in children. More recently, researchers have shown that this relation holds for college students as well. In the current study, I sought to replicate and extend the finding that finger gnosis is a predictor of mathematic ability in young adults. To replicate these findings, the relation was assessed utilizing a simple math task that assessed calculation fluency. I attempted to extend...
Show moreFinger gnosis, the ability to mentally represent one’s fingers, has been shown to predict mathematical ability in children. More recently, researchers have shown that this relation holds for college students as well. In the current study, I sought to replicate and extend the finding that finger gnosis is a predictor of mathematic ability in young adults. To replicate these findings, the relation was assessed utilizing a simple math task that assessed calculation fluency. I attempted to extend past research by also assessing the relation between finger gnosis and a more complex test of mathematical ability, the SAT mathematics test. Additionally, I examined the relation between finger gnosis and both symbolic and non-symbolic measures of numerical magnitude, using a number line estimation task and the dots task, respectively. Finally, memory-based strategy use was tested as a mediator of the relation between finger gnosis and calculation fluency. Results replicate the previous finding that finger gnosis predicts calculation fluency in adults; however, finger gnosis was not a predictor of SAT math performance. Additionally, finger gnosis was a predictor of symbolic but not non-symbolic numerical magnitude estimation. Finally, although I found a relation between finger gnosis and both calculation fluency and use of memory-based strategy, memory-based strategy did not mediate the relation between finger gnosis and calculation fluency.
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Date Issued: 2017
Identifier: FSU_SUMMER2017_Kowalsky_fsu_0071N_14101
Format: Thesis

Title: Massed vs Spaced Presentation in Cumulative Structural Priming.
Creator: Chia, Katherine, Department of Psychology
Abstract/Description: Structural priming is often proposed to be the result of implicit learning in the language processing system. This study was an attempt to reveal explicit memory contributions to structural priming. Participants were asked to complete a series of sentence stems, some of which (targets) allowed for the production of either a double object (DO) construction or a prepositional object (PO) construction, and some of which (primes) only allowed for the production of either a DO or PO, but not both....
Show moreStructural priming is often proposed to be the result of implicit learning in the language processing system. This study was an attempt to reveal explicit memory contributions to structural priming. Participants were asked to complete a series of sentence stems, some of which (targets) allowed for the production of either a double object (DO) construction or a prepositional object (PO) construction, and some of which (primes) only allowed for the production of either a DO or PO, but not both. We manipulated whether the primes were presented with several filler items between them, or presented in succession with no fillers in between. It was predicted that massed priming of double object (DO) and prepositional object (PO) would produce more explicit awareness of the constructions, therefore boosting the priming effect. The results show that massed priming did not greatly affect the cumulative priming effects. Although the findings were not significant, there was a trend in the desired direction, thus leaving the possibility of follow-up studies that more explicitly assess participant awareness.
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Date Issued: 2015
Identifier: FSU_migr_uhm-0577
Format: Thesis

Title: Uncovering the Structure of Skilled Performance Using Verbal Protocol Analysis.
Creator: Sumner, Anna, Department of Psychology
Abstract/Description: This study explored the application of verbal reports upon a single participant during training on a complex video game titled Space Fortress (Donchin, 1989). Transfer of training was assessed with variations to the game as well as a battery of cognitive and motor tasks including a shortened Ravens, an aiming task, and the 8-puzzle. Consistent with previous research utilizing verbal reports, I was able to see clear points of game-knowledge acquisition and strategy formation, which allowed us...
Show moreThis study explored the application of verbal reports upon a single participant during training on a complex video game titled Space Fortress (Donchin, 1989). Transfer of training was assessed with variations to the game as well as a battery of cognitive and motor tasks including a shortened Ravens, an aiming task, and the 8-puzzle. Consistent with previous research utilizing verbal reports, I was able to see clear points of game-knowledge acquisition and strategy formation, which allowed us to understand more about how the participant approached the task and what limits someone's performance on it. This paper also proposes a new perspective of research based on helping individuals see and understand how they might change while supporting their development. This perspective could lead to provide new information on stable abilities that cannot be improved with motivated, deliberate training.
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Date Issued: 2014
Identifier: FSU_migr_uhm-0384
Format: Thesis

Title: Gaming Preferences of Aging Generations.
Creator: Blocker, Kenneth, Department of Psychology
Abstract/Description: Evidence collected over the past decade suggests that action video game training can improve a variety of perceptual and cognitive abilities including those that decline most with age. Unfortunately, previous work has found that older adults dislike these types of games, and intervention compliance is poor for these game interventions. The focus of the current project was to better understand the types of games older adults are willing to play, why they prefer these games, and to be able to...
Show moreEvidence collected over the past decade suggests that action video game training can improve a variety of perceptual and cognitive abilities including those that decline most with age. Unfortunately, previous work has found that older adults dislike these types of games, and intervention compliance is poor for these game interventions. The focus of the current project was to better understand the types of games older adults are willing to play, why they prefer these games, and to be able to predict game preference based on variables such as gender, age, technology experience, and personality. Thus, action-oriented games might be modified and developed using this information to maximize compliance and produce large cognitive benefits. A survey approach was taken which adapted a game preference survey previously administered to college-aged students and administered this survey to an older adult population, in addition to a number of measures involving background and health information, technology experience, video game interest, and tabletop game preferences. Gender and personality factors were predictive of game preference, with females preferring games involving exploration, individuals high in agreeableness preferring more social games, and those high in emotional stability preferring less violent games. Within the older adult sample, a relationship was also found between increasing age and the desire for fantasy and violence-related features. Results have implications for designing individualized games to maximize intervention adherence based on individual differences.
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Date Issued: 2013
Identifier: FSU_migr_uhm-0166
Format: Thesis

Title: Recursive Reminding and Language Production.
Creator: Porcellini, Angela R., Department of Psychology
Abstract/Description: We explored how memory for previously produced sentences affects the likelihood of participants repeating syntactic structures on subsequent statements (a phenomenon known as structural priming). Memory for previously produced sentences was manipulated by asking participants to make judgments about whether they have seen a particular sentence before in the experiment. Some participants were asked whether the current sentence was the same as the immediately preceding sentence (1-back condition...
Show moreWe explored how memory for previously produced sentences affects the likelihood of participants repeating syntactic structures on subsequent statements (a phenomenon known as structural priming). Memory for previously produced sentences was manipulated by asking participants to make judgments about whether they have seen a particular sentence before in the experiment. Some participants were asked whether the current sentence was the same as the immediately preceding sentence (1-back condition); others were asked whether they had seen the sentence anywhere in the experiment (n-back condition). The experiment began with a baseline phase, where we assessed the rate at which participants produced double object (DO; Tim gave Julie a pen) or prepositional object (PO; Tim gave a pen to Julie) constructions. We then biased participants to produce more DO or more PO constructions, and took another assessment of their rate of production for those constructions. Participants in the n-back condition were overall more likely to produce a DO construction in the experiment, and showed a greater pre-assessment to post-assessment rate of change for DO production than had been observed in previous experiments. These results suggest that actively looking back at previous sentences in the experiment can affect the strength of structural priming.
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Date Issued: 2015
Identifier: FSU_migr_uhm-0520
Format: Thesis

Title: Gender Stereotypes in Spoken Word Recognition.
Creator: de la Cruz, Justin, Department of Political Science
Abstract/Description: Two experiments were conducted to determine the role of gender stereotyping in individual spoken words. There were similar results for a phoneme monitoring (Experiment 1) and lexical decision (Experiment 2) task, with overall faster responses to the female speaker saying gendered words. Further analyses show highly significant interactions between speaker voice and word gender in both experiments, going against the initial hypothesis of male-masculine and female-feminine advantages. Future...
Show moreTwo experiments were conducted to determine the role of gender stereotyping in individual spoken words. There were similar results for a phoneme monitoring (Experiment 1) and lexical decision (Experiment 2) task, with overall faster responses to the female speaker saying gendered words. Further analyses show highly significant interactions between speaker voice and word gender in both experiments, going against the initial hypothesis of male-masculine and female-feminine advantages. Future research could explore gender stereotyping in speech within a larger, more semantically rich environment, such as sentences.
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Date Issued: 2007
Identifier: FSU_migr_uhm-0484
Format: Thesis

Title: The Relationship between Completed High School and College Courses and Gains in Standardized Test Performance from the Perspective of the Expert Performance Approach.
Creator: Tock, Jamie Lindal, Ericsson, K. Anders (Karl Anders), Jakubowski, Elizabeth M., Wagner, Richard K., Kelley, Colleen M., Ganley, Colleen M., Florida State University, College of...
Show moreTock, Jamie Lindal, Ericsson, K. Anders (Karl Anders), Jakubowski, Elizabeth M., Wagner, Richard K., Kelley, Colleen M., Ganley, Colleen M., Florida State University, College of Arts and Sciences, Department of Psychology
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Abstract/Description: There are several parallels between the acquisition of expert performance and the learning by students in high school and college courses. High school and college course experience includes prolonged, intensive practice on learning skills and knowledge in math and verbal related subjects, with the opportunity to receive feedback on learning progress through learning assessments. Students who continue on to higher education typically complete standardized tests aimed at measuring their...
Show moreThere are several parallels between the acquisition of expert performance and the learning by students in high school and college courses. High school and college course experience includes prolonged, intensive practice on learning skills and knowledge in math and verbal related subjects, with the opportunity to receive feedback on learning progress through learning assessments. Students who continue on to higher education typically complete standardized tests aimed at measuring their reasoning performance in math and verbal related skills. The current work aimed to measure the relationship between completed courses relevant to the content appearing on standardized tests and the performance on those tests. This study has adopted the expert performance approach to examine the association between particular completed courses and SAT and GRE performance while increasing the precision of those estimates. Knowledge from research on different types of practice and statistical techniques aimed at addressing measurement issues from previous studies were utilized to obtain optimal estimates. The previous research has indicated positive associations between taking additional relevant courses, and engaging in additional effort to master learning in completed courses, on SAT and GRE performance. Additionally, a notable gender gap has been identified on standardized tests, with males scoring higher than females on math section performance. However, there has been a large degree of variation in the adequacy of measures of previous performance and no existing study has attempted to address bias in estimates related to issues of self-selection. In the current work, two studies were performed to attempt to optimally measure the size of the effects for the association between course taking and standardized test performance. In Study 1, the statistical techniques of hierarchical regression, two-stage least squares regression, and mixed modeling were used on the HSLS:09 dataset to obtain estimates of course taking and grade performance on the SAT-Math and SAT-Verbal. In Study 2, the techniques of hierarchical regression, propensity score matching, and quantile regression analyses were performed on a novel college sample to estimate the role of course taking, effort, and previous performance on the association between completed college major and changes in GRE-Quant and GRE-Verbal performance. Additionally, a secondary focus of examining the potential causes of the large gender gap in GRE-Quant performance was undertaken in Study 2. The results of Study 1 and Study 2 indicated support for engaging in a challenging course curriculum and maximizing effort in completed courses to optimize the benefit of course experience on standardized assessments. Evidence emerged for a unique benefit for completing courses including learning skills at a level higher than the level of content being tested directly on the SAT and GRE. The gender gap in math performance was substantially smaller when controlling for previous performance and differences in course taking. Each of these results are discussed in terms of their implication for how students may utilize course experiences to maximize their score on standardized tests and benefit from insights from studies of purposeful and deliberate practice mediating the acquisition of expert performance.
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Date Issued: 2017
Identifier: FSU_SUMMER2017_Tock_fsu_0071E_14007
Format: Thesis

Title: The Causes and Consequences of Being Reminded.
Creator: Gray, Nicholas Daniel, Kelley, Colleen M., Sunderman, Gretchen L., Boot, Walter Richard, Johnson, Frank, Kaschak, Michael P., Florida State University, College of Arts and...
Show moreGray, Nicholas Daniel, Kelley, Colleen M., Sunderman, Gretchen L., Boot, Walter Richard, Johnson, Frank, Kaschak, Michael P., Florida State University, College of Arts and Sciences, Department of Psychology
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Abstract/Description: Surprisingly little research has examined the phenomenon of being reminded, or having a prior experience come to mind during a current, related experience. Remindings are a regular occurrence in daily life and they can be beneficial for maintaining memories of both the item that one is being reminded of and the item triggering the reminding. In situations where interference would be expected to occur between similar memories, reminding can not only protect against interference, but it can...
Show moreSurprisingly little research has examined the phenomenon of being reminded, or having a prior experience come to mind during a current, related experience. Remindings are a regular occurrence in daily life and they can be beneficial for maintaining memories of both the item that one is being reminded of and the item triggering the reminding. In situations where interference would be expected to occur between similar memories, reminding can not only protect against interference, but it can also create facilitation of memory. I discuss research detailing the impact of reminding as well as the limited research done to understand what influences rates of reminding. In a series of four experiments I probe these influences, revealing a significant impact of word frequency, context variability, and imageability on rates of reminding. Alternatively, animacy and distinctiveness were not found to impact reminding in the current A-B, A-D paradigm.
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Date Issued: 2019
Identifier: 2019_Spring_Gray_fsu_0071E_15148
Format: Thesis

Title: A Matter of Priority: Exploring Attentional Resource Allocation as the Proximal Cause of the Animacy Effect.
Creator: Rawlinson, Heather Courtney, Kelley, Colleen M., Boot, Walter Richard, Ganley, Colleen M., Florida State University, College of Arts and Sciences, Department of Psychology
Abstract/Description: People recall and recognize animate words better than inanimate words, possibly because memory systems were shaped by evolution to prioritize memory for predators, people, and food sources. However, the proximal cause of this animacy advantage is not yet known. Attentional paradigms show an animacy advantage in change detection tasks and in attentional blink tasks, which suggests that the animacy advantage in memory could stem from a prioritization of animate items when allocating attentional...
Show morePeople recall and recognize animate words better than inanimate words, possibly because memory systems were shaped by evolution to prioritize memory for predators, people, and food sources. However, the proximal cause of this animacy advantage is not yet known. Attentional paradigms show an animacy advantage in change detection tasks and in attentional blink tasks, which suggests that the animacy advantage in memory could stem from a prioritization of animate items when allocating attentional resources during encoding. In a series of three experiments, I replicate the animacy effect in a remember-know paradigm (Experiment 1), and test whether better recognition (Experiment 2) and better recall (Experiment 3) for animate items can be traced to enhanced attention at encoding by comparing the animacy effect under conditions of full versus divided attention at encoding. Results demonstrate that word type does not interact with attention condition, suggesting that attention is not the proximal cause of the animacy effect in memory.
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Date Issued: 2019
Identifier: 2019_Summer_Rawlinson_fsu_0071N_15428
Format: Thesis

Title: Examining Action Effects in Language Processing.
Creator: Madden, Julie, Kaschak, Michael P., Wood, Carla, Boot, Walter Richard, Conway, Paul, Kelley, Colleen M., Florida State University, College of Arts and Sciences, Department of...
Show moreMadden, Julie, Kaschak, Michael P., Wood, Carla, Boot, Walter Richard, Conway, Paul, Kelley, Colleen M., Florida State University, College of Arts and Sciences, Department of Psychology
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Abstract/Description: Embodied cognition, which stresses the intertwined nature of the perceptual-motor system and cognitive processes (Willems & Francken, 2012), has been a prominent area of focus in replication failures and the broader discussion of the validity of an embodied theory of cognition. What follows is an attempt to assess the effectiveness of one of the early behavioral measures (the Action-sentence Compatibility Effect, Glenberg & Kaschak, 2002), which served as an existence proof for embodied...
Show moreEmbodied cognition, which stresses the intertwined nature of the perceptual-motor system and cognitive processes (Willems & Francken, 2012), has been a prominent area of focus in replication failures and the broader discussion of the validity of an embodied theory of cognition. What follows is an attempt to assess the effectiveness of one of the early behavioral measures (the Action-sentence Compatibility Effect, Glenberg & Kaschak, 2002), which served as an existence proof for embodied cognition. The original task was replicated, and extended, in order to address underlying cognitive mechanisms that may play a more central role to the theory than previously thought. The role of memory and attention were directly manipulated in order to assess their impact on the magnitude of the ACE measurement. The results are discussed, giving context and insight to the task specifically, as well as what these results mean to the embodied cognition theory overall.
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Date Issued: 2019
Identifier: 2019_Summer_Madden_fsu_0071E_15419
Format: Thesis

Title: An Investigation of Mathematics Language and Its Relation with Mathematics and Reading.
Creator: McGraw, Amanda Lee, Kaschak, Michael P., Jakubowski, Elizabeth M., Ganley, Colleen M., Boot, Walter Richard, Schatschneider, Christopher, Florida State University, College of...
Show moreMcGraw, Amanda Lee, Kaschak, Michael P., Jakubowski, Elizabeth M., Ganley, Colleen M., Boot, Walter Richard, Schatschneider, Christopher, Florida State University, College of Arts and Sciences, Department of Psychology
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Abstract/Description: Unlike mathematical ability, mathematical language consists of terminology that is necessary to understand and participate in mathematical tasks. More recently, research indicates that mathematical language is vital for mathematic performance. Research examining mathematical language may help us better understand the long-established relation between mathematical performance and literacy. Further, little is known about potential correlations of mathematical language. Here, I will examine the...
Show moreUnlike mathematical ability, mathematical language consists of terminology that is necessary to understand and participate in mathematical tasks. More recently, research indicates that mathematical language is vital for mathematic performance. Research examining mathematical language may help us better understand the long-established relation between mathematical performance and literacy. Further, little is known about potential correlations of mathematical language. Here, I will examine the relation between mathematical language with socioeconomic status (SES) and math anxiety. I find that both mathematical language and reading ability predict mathematics performance, but reading ability is the stronger predictor. Finally, both socioeconomic status and math anxiety are significant predictors of mathematical language.
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Date Issued: 2019
Identifier: 2019_Summer_McGraw_fsu_0071E_15423
Format: Thesis

Title: To Recognize or Not to Recognize: What Is the Effect on Relearning?.
Creator: Sorenson, Parker Andrew, Kelley, Colleen M., Boot, Walter Richard, Florida State University, College of Arts and Sciences, Department of Psychology
Abstract/Description: Repeated experiences are a cornerstone of learning and memory, but to what extent does the benefit of repetition depend upon noticing it? A rich literature exists examining the impact that an original learning experience has on a current experience when recognition of repeated material occurs while a surprisingly limited amount of research has examined the impact on relearning when recognition of repetition fails. Asch (1969) reported that recognition of repetition was necessary to experience...
Show moreRepeated experiences are a cornerstone of learning and memory, but to what extent does the benefit of repetition depend upon noticing it? A rich literature exists examining the impact that an original learning experience has on a current experience when recognition of repeated material occurs while a surprisingly limited amount of research has examined the impact on relearning when recognition of repetition fails. Asch (1969) reported that recognition of repetition was necessary to experience a benefit of repeated experiences while the formal memory model Retrieving Effectively from Memory (REM; Shiffrin & Steyvers, 1997), incorporating elements of Asch, assumes that an initial experience establishes a memory trace which is added to during a repetition, but only if the repetition accesses the original trace. If the repetition is not noticed, a second memory trace is created. I discuss research exploring the impact of recognition during a subsequent learning experience when the lists are separated by extreme context changes. In two experiments I attempted a conceptual replication of Asch and show that while recognition may not be necessary to receive a benefit of repeated information, there is a greater benefit during relearning when recognition of repetition occurs.
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Date Issued: 2019
Identifier: 2019_Summer_Sorenson_fsu_0071N_15447
Format: Thesis

Title: Concsious Replay during Rest and Relational Processing.
Creator: Komsky, Jane C. (Jane Claire), Kelley, Colleen M., Borovsky, Arielle A. (Arielle Ann), Boot, Walter Richard, Florida State University, College of Arts and Sciences, Department...
Show moreKomsky, Jane C. (Jane Claire), Kelley, Colleen M., Borovsky, Arielle A. (Arielle Ann), Boot, Walter Richard, Florida State University, College of Arts and Sciences, Department of Psychology
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Abstract/Description: Engaging in a period of rest following encoding has been shown to lead to better retention on a subsequent recall test than performing an inter-test task. Brain imaging studies have shown that there is reactivation during post-encoding rest of brain areas that were active during initial encoding, and this process has been attributed to memory consolidation, leading to the improvements in recall. The present study investigated the conscious thoughts that occur during wakeful rest following...
Show moreEngaging in a period of rest following encoding has been shown to lead to better retention on a subsequent recall test than performing an inter-test task. Brain imaging studies have shown that there is reactivation during post-encoding rest of brain areas that were active during initial encoding, and this process has been attributed to memory consolidation, leading to the improvements in recall. The present study investigated the conscious thoughts that occur during wakeful rest following encoding and how they relate to memory on a delayed recall test. Recall was tested in younger adults across two tests separated by a rest period while verbalizing conscious thoughts or engaging in a visuospatial task while verbalizing thoughts. Experiment 1 demonstrated hypermnesia, an increase in recall over repeated testing, for the rest but not task condition and demonstrated a relationship between recall improvement and the amount of replay during the delay. Experiment 2 aimed to replicate the findings of Experiment 1 and further explored the role of conscious replay in relational processing.
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Date Issued: 2015
Identifier: FSU_migr_etd-9633
Format: Thesis

Title: Implicit Spatial Cues in Language.
Creator: Fox, Melissa R., Kaschak, Michael P., Boot, Walter Richard, Borovsky, Arielle A. (Arielle Ann), Florida State University, College of Arts and Sciences, Department of Psychology
Abstract/Description: Previous studies have found interactions between the meaning of a word and the spatial position of the word (Barsalou, 2008; Zwaan and Yaxley, 2003). Some studies find that words or sentences with a directional component facilitate detection toward the congruent spatial direction (e.g., Šetić & Domijan, 2007; Dils & Boroditsky, 2007; Dils & Boroditsky, 2010; Pecher et al; 2010). For instance, the word "jump" would cue toward the top of a screen. Other studies find the opposite effect, where...
Show morePrevious studies have found interactions between the meaning of a word and the spatial position of the word (Barsalou, 2008; Zwaan and Yaxley, 2003). Some studies find that words or sentences with a directional component facilitate detection toward the congruent spatial direction (e.g., Šetić & Domijan, 2007; Dils & Boroditsky, 2007; Dils & Boroditsky, 2010; Pecher et al; 2010). For instance, the word "jump" would cue toward the top of a screen. Other studies find the opposite effect, where words with implicit spatial meaning show an interference effect (e.g., Bergen et al, 2007; Estes et al, 2008; Dils & Boroditsky, 2010). In these cases the word "jump" would result in faster reaction times to stimuli in the bottom of the screen. This experiment attempts to answer this controversy by looking at temporal effects. These differences might be due to inhibition of return (Posner & Cohen, 1984). If that is the case, you would expect to see a timeline where there is a facilitation effect followed by interference. Results of the study show no effect of time, however there were strong item effects. Most sentences consistently showed either a facilitation or inhabitation effect across all times. This suggests that these effects are modulated by the items that are used.
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Date Issued: 2015
Identifier: FSU_migr_etd-9601
Format: Thesis

Title: Knowledge Structures and Decision Making in Chess.
Creator: Moxley, Jerad, Ericsson, K. Anders (Karl Anders), Fennema, Martin G. (Martin Gene), Charness, Neil, Wagner, Richard K., Johnson, Frank, Florida State University, College of Arts...
Show moreMoxley, Jerad, Ericsson, K. Anders (Karl Anders), Fennema, Martin G. (Martin Gene), Charness, Neil, Wagner, Richard K., Johnson, Frank, Florida State University, College of Arts and Sciences, Department of Psychology
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Abstract/Description: Abstract Superior decision-making in chess is thought to rely on a combination of knowledge and search. Research has focused primarily on the chess knowledge base reflected by the importance to chess research of the short-term memory recall paradigm. The direct relevance of research on short-term recall of chess position to the domain-specific knowledge that mediates superior move selection, is based on two theoretical assumptions that have not yet been fully tested. The first assumption is...
Show moreAbstract Superior decision-making in chess is thought to rely on a combination of knowledge and search. Research has focused primarily on the chess knowledge base reflected by the importance to chess research of the short-term memory recall paradigm. The direct relevance of research on short-term recall of chess position to the domain-specific knowledge that mediates superior move selection, is based on two theoretical assumptions that have not yet been fully tested. The first assumption is that the chess knowledge base is automatically activated during the perception of a position in a similar manner for move-selection and memory tasks. The second assumption is that the knowledge that underlies move-selection can be adequately represented in a few seconds by a memory task. Study 1 will estimate the length of the presentation time required to demonstrate superior move selection for skilled chess players. The second study will examine the link between the knowledge structures thought to underlie chess skill (chunks identified in memory tests) and quality of move selection. Study 2 will present a series of chess positions with two different instructions. In the first condition participants will be instructed to recall as much of the presented position a possible and in the second condition they will be asked to select the best move followed by recall. This study will test for significant differences in the activated chess knowledge in the two conditions and propose a theoretical model for expert move selection based on knowledge and search
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Date Issued: 2016
Identifier: FSU_2016SP_Moxley_fsu_0071E_12767
Format: Thesis

Title: Can Hand Position Enhance Target Detection in a Complex, Real-World Visual Search Task?.
Creator: Andringa, Ronald, Boot, Walter Richard, Kelley, Colleen M., Borovsky, Arielle A. (Arielle Ann), Florida State University, College of Arts and Sciences, Department of Psychology
Abstract/Description: Previous research has shown that holding, or placing one’s hands near, an object can alter visual processing of that object in a variety of ways, including enhancing the detection of change, reducing the effect of distraction, and boosting sensitivity to low-spatial frequency information. These studies have mostly used abstract laboratory cuing and search paradigms to demonstrate a near-hands advantage. In the current study we explored whether enhanced visual analysis in the space near one’s...
Show morePrevious research has shown that holding, or placing one’s hands near, an object can alter visual processing of that object in a variety of ways, including enhancing the detection of change, reducing the effect of distraction, and boosting sensitivity to low-spatial frequency information. These studies have mostly used abstract laboratory cuing and search paradigms to demonstrate a near-hands advantage. In the current study we explored whether enhanced visual analysis in the space near one’s hands confers an advantage when applied to a real-world visual search task. We asked participants to search for knives in X-ray images of luggage (a TSA baggage screening task). Stimuli were presented on a tablet computer. In one experiment participants performed the task by pressing response boxes at the edge of the screen, which forced them to grip the display within their hands. Alternatively, they responded with button press on a mouse held within their lap. There was no effect of hand placement on speed or accuracy. In a second experiment, participants were asked to use their finger to trace along the image of the bag to ensure that all potential target locations were inspected. In addition to any effect of hand proximity to the target, it was anticipated that this strategy would encourage a more systematic search strategy, potentially improving accuracy. Participants inspected bags substantially longer when using this strategy (1,238 ms longer for target present trials, 2,590 ms for target absent trials). Interestingly, this additional time spent viewing the image did not result in improved accuracy. While basic research suggests that hand proximity can influence visual processing, these benefits may not scale-up to more complex search situations.
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Date Issued: 2015
Identifier: FSU_2016SU_Andringa_fsu_0071N_13461
Format: Thesis

Title: Avoiding Interference: Contrasting the Effects of Differentiation and Reminding.
Creator: Gray, Nicholas D. (Nicholas Daniel), Kelley, Colleen M., Kaschak, Michael P., Borovsky, Arielle A. (Arielle Ann), Florida State University, College of Arts and Sciences,...
Show moreGray, Nicholas D. (Nicholas Daniel), Kelley, Colleen M., Kaschak, Michael P., Borovsky, Arielle A. (Arielle Ann), Florida State University, College of Arts and Sciences, Department of Psychology
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Abstract/Description: Interference between similar events is known to be a major mechanism of forgetting. As such, it is important for us to understand how to reduce interference effects. While early research suggested that differentiation of the two sources of information was vital for preventing interference, more recent research has found that being reminded of similar material and making associations can be most beneficial. In the present thesis I put these two mechanisms in opposition, utilizing a two list A...
Show moreInterference between similar events is known to be a major mechanism of forgetting. As such, it is important for us to understand how to reduce interference effects. While early research suggested that differentiation of the two sources of information was vital for preventing interference, more recent research has found that being reminded of similar material and making associations can be most beneficial. In the present thesis I put these two mechanisms in opposition, utilizing a two list A-B, A-D paradigm. Experiment 1 revealed little difference in memory for interfering word pairs between participants in a “reminding” condition asked to make associations vs. a “differentiation” condition asked to differentiate and forget old pairs while studying new pairs. Experiment 2a revealed an interaction, such that those told to make associations showed less interference than those told to forget the first list, while both conditions performed similarly on control pairs. However, Experiment 2b failed to replicate Experiment 2a. In Experiment 3 I sought to increase the degree of differentiation between lists by varying encoding. Using different encoding between lists resulted in equivalent interference in both the reminding and differentiation conditions. Experiment 4 varied encoding instructions to contrast the differentiation present in Experiment 3 against circumstances encouraging associations. One group used the same encoding method for both lists, while another was given different study methods between lists. Results reveal a unique discovery about the important interplay of encoding and study time in determining the likelihood of reminding.
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Date Issued: 2016
Identifier: FSU_2016SU_Gray_fsu_0071N_13454
Format: Thesis

Title: Age Differences in the Subjective Valuation of Technology.
Creator: Best, Ryan M., Charness, Neil, Isaac, R. Mark (Robert Mark), Boot, Walter Richard, Kelley, Colleen M., Sachs-Ericsson, Natalie J., Florida State University, College of Arts and...
Show moreBest, Ryan M., Charness, Neil, Isaac, R. Mark (Robert Mark), Boot, Walter Richard, Kelley, Colleen M., Sachs-Ericsson, Natalie J., Florida State University, College of Arts and Sciences, Department of Psychology
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Abstract/Description: Drawing from the decision-making literature, the framing and cross-modal discounting paradigms were used to investigate the effect of age on the subjective valuation of technology. Using the framing paradigm to covertly measure age differences in relative subjective valuation, it was hypothesized that older adults would undervalue technology relative to younger adults and when compared to non-technology-related rewards. Through the use of the cross-modal discounting paradigm, it was also...
Show moreDrawing from the decision-making literature, the framing and cross-modal discounting paradigms were used to investigate the effect of age on the subjective valuation of technology. Using the framing paradigm to covertly measure age differences in relative subjective valuation, it was hypothesized that older adults would undervalue technology relative to younger adults and when compared to non-technology-related rewards. Through the use of the cross-modal discounting paradigm, it was also hypothesized that older adults would display a larger perceived attribute difference between technology and non-technology-related rewards when compared to younger adults. Three experiments were conducted utilizing both online and in-lab samples. Analysis of the framing items revealed few age differences in risky choice preferences across the scenario modalities. Gift cards for technology or non-technology-related items were not found to be subjectively valued differently between age groups, or differently from unallocated money within age groups. Analysis of the cross-modal discounting items revealed a subset of individuals, evenly distributed across age groups, which perceived a large attribute difference between the gift cards, showing a preference for the non-technology-related reward. These outwardly contradictory results and implications for older adults and technology adoption are discussed.
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Date Issued: 2016
Identifier: FSU_2016SU_Best_fsu_0071E_13205
Format: Thesis

Title: Investigating the Effects of Multiple Advanced Driver Assistance Systems on Older Drivers' Simulated Driving Performance and System Acceptance.
Creator: Souders, Dustin J., Charness, Neil, Horner, Mark W., Boot, Walter Richard, Ericsson, Anders, McNulty, James, Florida State University, College of Arts and Sciences, Department...
Show moreSouders, Dustin J., Charness, Neil, Horner, Mark W., Boot, Walter Richard, Ericsson, Anders, McNulty, James, Florida State University, College of Arts and Sciences, Department of Psychology
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Abstract/Description: The number of crash-related fatalities in the United States climbed to over 35 thousand from 2014 to 2015, representing a 7.2% increase, and ending a 50-year trend of decline in this rate (NHTSA, 2016). The ability to drive safely represents an important activity of daily life that is closely tied to maintaining independence in old age (Persson, 1993), and with more older drivers logging more vehicle miles travelled than in previous cohorts, supporting safe driving in this age group is...
Show moreThe number of crash-related fatalities in the United States climbed to over 35 thousand from 2014 to 2015, representing a 7.2% increase, and ending a 50-year trend of decline in this rate (NHTSA, 2016). The ability to drive safely represents an important activity of daily life that is closely tied to maintaining independence in old age (Persson, 1993), and with more older drivers logging more vehicle miles travelled than in previous cohorts, supporting safe driving in this age group is paramount. Advanced driver assistance systems (ADAS) are rapidly being introduced into new vehicles with each successive model year, and their incorporation into the driving task stands to bring many safety and convenience benefits to drivers of all ages. Despite the hope that the addition of more ADAS into the driving task leads to an additive safety benefit, previous research conducted in samples comprised largely of younger to middle-aged adult suggests otherwise. Also, safety benefits may not be realized if these vehicle technologies are not adopted, or if the incorporation of multiple systems leads to reductions in driving performance due to mode confusion, overreliance, or increased distraction. This dissertation provided a sample of older drivers (N = 101) experience with either a longitudinal warning system (Forward Collision Warning; FCW), a lateral warning system (Lane Departure Warning; LDW), or both systems over the course of a simulated drive to gauge effects on driving performance, as well as attitudes toward the system. Headway distance was not found to differ across groups, but drivers that received lateral warnings were found to show less deviation from lane center than drivers who did not receive lateral warnings. Attitudes toward these systems were found to be mostly positive prior to the simulated drive, and experience with the assigned system did not significantly alter these perceptions post-drive.
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Date Issued: 2017
Identifier: 2018_Sp_Souders_fsu_0071E_14292
Format: Thesis

Title: The Interplay between Alpha Oscillations, Anxiety, and Sensory Processing.
Creator: Kartvelishvili, Nika, Li, Wen, Boot, Walter Richard, Wilber, Aaron A. (Aaron Albert), Florida State University, College of Arts and Sciences, Department of Psychology
Abstract/Description: Alpha oscillations (8-12 Hz) have been implicated in sensory processing and the inhibition/filtering of irrelevant sensory input. Meanwhile, aberrations in sensory filtering have been associated with a number of conditions, including anxiety and posttraumatic stress disorder (PTSD). The latter can be characterized by pathologically diminished levels of alpha power and posterior→frontal alpha connectivity, but the role of alpha oscillations in other anxiety disorders remains to be elucidated....
Show moreAlpha oscillations (8-12 Hz) have been implicated in sensory processing and the inhibition/filtering of irrelevant sensory input. Meanwhile, aberrations in sensory filtering have been associated with a number of conditions, including anxiety and posttraumatic stress disorder (PTSD). The latter can be characterized by pathologically diminished levels of alpha power and posterior→frontal alpha connectivity, but the role of alpha oscillations in other anxiety disorders remains to be elucidated. In this experiment we set out to test the effect of both anxiety and alpha activity on sensory processing in the auditory modality, as well as investigate the potential relationship between these two variables. We manipulated anxiety via a 5 minute anxiety induction and attempted to manipulate (increase) alpha power and posterior→frontal alpha connectivity via 20 minutes of transcranial alternating current stimulation (tACS). The anxiety induction led to increases in anxiety, and resulted in a general increase in rated intensity and a corresponding decrease in rated pleasantness of sounds. This effect further interacted with the intensity and valence of the auditory stimuli. No changes in alpha power or posterior→frontal alpha connectivity were observed as a result of the anxiety induction. The tACS treatment failed to result in significant increases in alpha power and posterior→frontal alpha connectivity, and did not lead to significant changes in mood. However, posterior→frontal alpha connectivity significantly decreased in the sham condition, while no such decrease was observed in the tACS group. In addition, it was found that rated pleasantness of quiet sounds decreased in the sham condition but not in the tACS condition following treatment, potentially hinting at a buffering effect of tACS. In conclusion, we were able to demonstrate a link between anxiety and sensory processing in the auditory modality, while the relationship between alpha activity and anxiety (if one exists) remains uncertain.
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Date Issued: 2019
Identifier: 2019_Fall_Kartvelishvili_fsu_0071N_15453
Format: Thesis

Title: Investigating Semantic Competition Between Global Knowledge and Local Context in Real-Time Sentence Processing.
Creator: Yazbec, Angele, Kaschak, Michael P., Borovsky, Arielle, Kelley, Colleen M., Florida State University, College of Arts and Sciences, Department of Psychology
Abstract/Description: Extensive evidence shows that listeners use global knowledge to generate predictions of upcoming sentences themes; however, there is less investigation on how local context that semantically conflicts with long-standing global knowledge is integrated and applied in real-time sentence comprehension. Three studies used the visual world paradigm to study this question. Experiment 1 replicated previous findings that listeners typically rely on global knowledge to anticipate sentence themes....
Show moreExtensive evidence shows that listeners use global knowledge to generate predictions of upcoming sentences themes; however, there is less investigation on how local context that semantically conflicts with long-standing global knowledge is integrated and applied in real-time sentence comprehension. Three studies used the visual world paradigm to study this question. Experiment 1 replicated previous findings that listeners typically rely on global knowledge to anticipate sentence themes. Experiment 2 suggests that adult listeners rapidly increase the weight of combinatorial evidence from local context and decrease the weight of global knowledge to anticipate the appropriate sentence theme. Experiment 3 shows that 5-8 year-old children do not overcome semantic conflict in time to generate predictions of the sentence theme. These results indicate that in the presence of semantic conflict, adult comprehenders rapidly learned to favor local context over global knowledge, but this ability appears to emerge after a child turns 8 years-old.
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Date Issued: 2016
Identifier: FSU_FA2016_Yazbec_fsu_0071N_13590
Format: Thesis

Title: Examining Sex Differences and the Effects of Videogame Experience on Development of Manual Control Skill in a Novel Action Videogame.
Creator: Harwell, Kyle W. (Kyle William), Ericsson, Anders, Boot, Walter Richard, Ganley, Colleen M., Florida State University, College of Arts and Sciences, Department of Psychology
Abstract/Description: Many classical studies examining sex differences in visuospatial abilities have shown a male advantage in measures of skills like mental rotation and spatial navigation. However, a number of investigations of strategy selection differences between men and women have begun to question the notion that individual differences in general skills may be the primary explanation for the observed sex differences in performance. Another line of individual-differences-focused research has examined the...
Show moreMany classical studies examining sex differences in visuospatial abilities have shown a male advantage in measures of skills like mental rotation and spatial navigation. However, a number of investigations of strategy selection differences between men and women have begun to question the notion that individual differences in general skills may be the primary explanation for the observed sex differences in performance. Another line of individual-differences-focused research has examined the effects of videogame experience on development of visuospatial skills, and several studies have found that individuals with an extensive history of action videogame play demonstrate superior performance on tasks demanding dynamic spatial cognition. Some researchers have proposed the likely explanatory mechanism for this phenomenon is that action videogame play encourages growth of generalizable enhancements to attentional control or cognitive flexibility. Extending from these findings, the effects of sex differences and videogame experience have recently come together in a series of studies positing that action videogame training can reduce observed sex differences in visuospatial skills. One of the major limitations of the existing videogame training literature is that very little behavioral data is typically collected during the training tasks, so it is unclear what patterns of behavior these participants are executing while performing the tasks. Thus, many of the conclusions regarding the role of individual differences in explaining participant performance are made without considering how participant strategy selection may also be contributing to performance. Additionally, individuals with extensive action videogame experience may become highly familiarized with a particular control interface, which could vary considerably from game to game, and the design of the control interface may have a nontrivial influence on learning a novel visuospatially-demanding task. The present study examined sex differences, the effect of prior action videogame experience, and the influence of varying control interfaces on participants' development of control performance across ten games of a novel action videogame, Space Fortress. Latent curve analyses revealed significant sex differences in control skill performance, indicating non-gamer men displayed better performance overall than non-gamer women. A significant gaming experience by interface interaction indicated that men with extensive action videogame experience outperformed men with very little gaming experience, but this performance advantage was limited to playing with the keyboard interface. Investigation of player behavior revealed that a participants' ship control behaviors were associated with observed sex and gaming experience differences. Additionally, it was found that playing the game with a keyboard-and-mouse interface was generally associated with better performance than playing with a joystick-and-mouse interface. Finally, analysis of variance testing was performed to compare levels of understanding of the game's control mechanics across sex and gaming experience categories, revealing that men and gamers displayed greater knowledge of Space Fortress ship control procedures than women and non-gamers, respectively. Results are discussed in the context of existing sex differences and videogame training literature. The present investigation extends previous research by presenting evidence that strategy selection differences may play a crucial role in explaining the origins of sex differences and calls into question current models of complex skill learning that argue extensive action videogame experience may be associated with enhanced cognitive processes.
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Date Issued: 2018
Identifier: 2018_Fall_Harwell_fsu_0071N_14825
Format: Thesis

Title: Examination of the Mechanisms Driving Long-Range Prime-to-Target Structural Priming.
Creator: Chia, Katherine, Kaschak, Michael P., Boot, Walter Richard, Meltzer, Andrea L., Florida State University, College of Arts and Sciences, Department of Psychology
Abstract/Description: Bock and Griffin (2000) presented two experiments demonstrating that structural priming (i.e., increased likelihood of producing a given syntactic form if you have just produced that form in another utterance) can be long-lasting. In their experiments, participants alternated between reading sentences aloud (where they read prime sentences aloud) and describing pictures (where the target pictures gave participants the opportunity to produce the same syntactic structure as was used for the...
Show moreBock and Griffin (2000) presented two experiments demonstrating that structural priming (i.e., increased likelihood of producing a given syntactic form if you have just produced that form in another utterance) can be long-lasting. In their experiments, participants alternated between reading sentences aloud (where they read prime sentences aloud) and describing pictures (where the target pictures gave participants the opportunity to produce the same syntactic structure as was used for the prime sentence). The likelihood of describing the target picture with the same structure as the prime sentence was shown to be equally strong when the prime and target were presented in immediate succession (Lag 0) and when they were separated by up to 10 intervening filler sentences (Lag 10). This result has been taken as evidence for the claim that structural priming is the result of implicit learning within the language production system. The current project is aimed at taking a closer look at the factors that affect the persistence of structural priming across numerous filler items. Overall, our data provided mixed support for Bock and Griffin's (2000) claims. Although we found a robust priming effect at adjacent prime-target trials, our prime-target pairs that were separated by intervening trials were not significant. These findings suggest follow-up studies to clarify the effects of structural priming in a long term setting.
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Date Issued: 2018
Identifier: 2018_Fall_Chia_fsu_0071N_14934
Format: Thesis

Title: Shifts in Adaptation: The Effects of Self-Efficacy and Task Difficulty Perception.
Creator: Sides, Ryan, Tenenbaum, Gershon, Chow, Graig Michael, Jeong, Allan C., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Abstract/Description: The purpose of this study was to explore adaptation through the manipulation of perceived task difficulty and self-efficacy to challenge the concepts postulated by the two-perception probabilistic concept of the adaptation phenomenon (TPPCA) conceptual framework. The TPPCA considers the sources of perceived task difficulty (δi) and self-efficacy (βv) as the core relationship that influences adaptation. Twenty-four participants were randomized into one of 4-order groups to manipulate the level...
Show moreThe purpose of this study was to explore adaptation through the manipulation of perceived task difficulty and self-efficacy to challenge the concepts postulated by the two-perception probabilistic concept of the adaptation phenomenon (TPPCA) conceptual framework. The TPPCA considers the sources of perceived task difficulty (δi) and self-efficacy (βv) as the core relationship that influences adaptation. Twenty-four participants were randomized into one of 4-order groups to manipulate the level of difficulty for a handgrip and putting task. Within each task, 3 separate difficulty levels were presented to each participant in a counterbalanced order. The order of tasks and difficulty levels was counterbalanced between each of the 4-order groups. The performers completed both tasks, at each of the 3 difficulty levels, to assess their δi and βv gap effect on motivations, affect, and performances. The perceptual gap between δi and βv envisioned in the TPPCA was partially confirmed in both the handgrip and putting tasks. Specifically, as the task difficulty level increased, βv [less than] δi resulted in increased arousal and decreased pleasantness, along with declined performance. There was no solid support that motivational adaptations were congruent with the TPPCA. The theoretical and practical implications of the study are discussed along with suggestions for future research.
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Date Issued: 2015
Identifier: FSU_2015fall_Sides_fsu_0071N_12978
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
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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.
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Date Issued: 2017
Identifier: FSU_SUMMER2017_Lebeau_fsu_0071E_14079
Format: Thesis

Title: Exploring the Robustness of Feature-Based Reward Priming.
Creator: Andringa, Ronald, Department of Psychology
Date Issued: 2013
Identifier: FSU_migr_undergradresearch-0017
Format: Citation

Title: Does Verb Use Affects Mood and Happiness?.
Creator: Vera, Juan
Abstract/Description: ABSTRACT Two important trends are occurring in respect to scientific research in the field of psychology: 1) An increased focus on replication to facilitate psychological science as a self-correcting process, and 2) The exploration of quick and cost-effective methods to collect data using online systems such as Mechanical Turk. My thesis explores both of these issues in light of a recently reported study demonstrating that verb aspect use when describing past experiences (positive or negative...
Show moreABSTRACT Two important trends are occurring in respect to scientific research in the field of psychology: 1) An increased focus on replication to facilitate psychological science as a self-correcting process, and 2) The exploration of quick and cost-effective methods to collect data using online systems such as Mechanical Turk. My thesis explores both of these issues in light of a recently reported study demonstrating that verb aspect use when describing past experiences (positive or negative) can modulate feelings of happiness and positive mood. Given the potential benefits of these findings to the understanding of well-being and methods to improve health, this thesis attempts to replicate these results online. The results generated by this thesis indicates a failure to replicate the results found in the previous study (though the general pattern of means produced the expected pattern). Verb aspect use did not significantly interact with task difficulty to influence current feelings of positive affect. However, Mechanical Turk was sensitive enough to pick up other expected relationships. Participants who completed a more difficult anagram task reported a significantly more negative affect afterward. Other expected relationships were observed with respect to satisfaction with life, happiness, and positive and negative affect. However, it is premature to suggest that the verb aspect adopted when describing previous experiences does not have an effect on mood/happiness. Methodological differences may explain the reported failure to replicate (e.g., online vs. in person). Implications and future direction are discussed in the conclusion section.
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Date Issued: 2014
Identifier: FSU_migr_uhm-0385
Format: Thesis

Title: Factors Correlated with Teacher Response to Child-Initiated Speech.
Creator: Ospina, Estefania, Psychology
Abstract/Description: Findings in research studies indicate that children's language development greatly benefits from characteristics of conversational input from adults such as parents and teachers. With the use of live observations this study was designed to examine factors thought to indicate a higher propensity with which preschool teachers would be to respond to child-initiated speech. In this study, descriptive statistics and correlations were conducted to explore the relationships between the variables...
Show moreFindings in research studies indicate that children's language development greatly benefits from characteristics of conversational input from adults such as parents and teachers. With the use of live observations this study was designed to examine factors thought to indicate a higher propensity with which preschool teachers would be to respond to child-initiated speech. In this study, descriptive statistics and correlations were conducted to explore the relationships between the variables proposed. There were a total of 23 participating preschool teachers. Two to three separate hour long observations were conducted for each classroom during nondirective activities such as centers time (i.e. free play), snacks (i.e. lunch), and transitions. Data was collected through a standardized measure of teacher-child conversations, a chaos and classroom management scale, and teacher background surveys. Given this study's results the proposed hypotheses were not supported. Teacher-child ratio were not positively correlated with teacher response to child-initiated speech and classroom management quality and chaos level only had showed partial correlations. Limitations of this study and proposals for future research are discussed in the document.
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Date Issued: 2012
Identifier: FSU_migr_uhm-0070
Format: Thesis

Title: Do Individual Differences in Eye Movement Scanning Predict Simulator Sickness?.
Creator: Barajas, Kimberly, Department of Psychology
Abstract/Description: Simulator sickness is a common occurrence when humans navigate virtual environments; some proportion of the population will experience nausea, disorientation, headache, and a number of other negative symptoms during and after an interaction with a flight simulator, driving simulators, or first-person video game. While there are a number of theories behind the causes of simulator sickness, including theories related to posture stability and body movement, there are still no accepted...
Show moreSimulator sickness is a common occurrence when humans navigate virtual environments; some proportion of the population will experience nausea, disorientation, headache, and a number of other negative symptoms during and after an interaction with a flight simulator, driving simulators, or first-person video game. While there are a number of theories behind the causes of simulator sickness, including theories related to posture stability and body movement, there are still no accepted explanations for why some people are more susceptible to sickness compared to others. Some theories suggest that eye and head movements, age, gender, and simulator scenario properties (e.g., number of turns) may have an effect on simulator sickness. We took advantage of already collected eye movement, simulator sickness, and demographic data and explored possible correlations between simulator sickness and a variety of factors, such as the ones that were mentioned above. Of particular interest was whether eye tracking data might predict sickness severity. Results indicated that gender was significantly related to simulator sickness (females reporting greater sickness), and there was a trend for a relationship between age and simulator sickness, with increased age being specifically related to general discomfort and symptoms of vertigo. Contrary to predictions, eye scanning parameters were not significantly related to simulated sickness. Study limitations and future directions are discussed.
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Date Issued: 2014
Identifier: FSU_migr_uhm-0292
Format: Thesis

Title: Exploring the Robustness of Feature Based Reward Priming.
Creator: Andringa, Ronald, Department of Psychology
Abstract/Description: Many studies support the view that visual attention is captured by salient or unique objects, whether we intend to pay attention to these objects or not. While it has been proposed that capture is automatic and driven purely by properties of the physical stimulus, recent research has suggested that previous experience also contributes to the degree to which an object captures attention. Hickey, Chelazzi and Theeuwes (2010a, 2010b, 2011) find that after a successful search for an object...
Show moreMany studies support the view that visual attention is captured by salient or unique objects, whether we intend to pay attention to these objects or not. While it has been proposed that capture is automatic and driven purely by properties of the physical stimulus, recent research has suggested that previous experience also contributes to the degree to which an object captures attention. Hickey, Chelazzi and Theeuwes (2010a, 2010b, 2011) find that after a successful search for an object followed by a high reward, distraction by a unique but irrelevant item is reduced during the next search episode. However, when a feature associated with the target of search after a high reward becomes associated with an irrelevant distractor, capture is increased. Hickey and colleagues propose this reward modulation of attentional selection as a way we can generally learn what to pay attention to and what to ignore over time. The aim of this thesis is to further explore the time course of these reward effects to observe whether they grow over time, and whether they are robust to intervening tasks, which should be true if they represent a useful mechanism through which we learn how to allocate our attention. Surprisingly, unlike previous studies, we found that high reward did not prime the color of the search target, but instead primed its spatial location. Possible reasons for this divergent finding are discussed.
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Date Issued: 2013
Identifier: FSU_migr_uhm-0201
Format: Thesis

Title: Are Implicit Learning Abilities in Language and Music Related?.
Creator: Boebinger, Dana, Psychology
Abstract/Description: One active area of psycholinguistics research seeks to determine whether language acquisition occurs through domain-specific processes or domain-general processes. In other words, are the cognitive resources dedicated to language learning specific to language, or are they part of a more general learning mechanism? One intriguing strategy for investigating this question is through the comparative use of language and music: each is a complex system in which basic auditory elements are combined...
Show moreOne active area of psycholinguistics research seeks to determine whether language acquisition occurs through domain-specific processes or domain-general processes. In other words, are the cognitive resources dedicated to language learning specific to language, or are they part of a more general learning mechanism? One intriguing strategy for investigating this question is through the comparative use of language and music: each is a complex system in which basic auditory elements are combined in hierarchical sequences governed by abstract rules. To understand either language or music, a person must learn these syntactic rules and generalize them to new situations. This study used an artificial grammar construct to investigate whether people learn and process musical and linguistic syntax similarly, and whether there is a correlation between a person's ability to learn complex grammatical systems in multiple modalities. The effect of previous musical experience on sequence learning was also examined. Results showed virtually no correlation between the three implicit learning tasks, suggesting that there is no domain-general implicit learning ability.
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Date Issued: 2012
Identifier: FSU_migr_uhm-0100
Format: Thesis

Title: The Influence of Age and Depression on Episodic Memory Functioning in Adulthood.
Creator: Fitzgibbons, Joanna, Department of Psychology
Abstract/Description: Previous research suggests that depression in old age results in deficits in both encoding and retrieval in episodic memory tasks. There is also a general understanding that memory function declines with age, with older adults being the most affected. The focus of this data analysis is to examine a possible interaction between age and depression on episodic memory performance. A multiple regression approach was used to analyze previous data from CREATE I which includes a sample size of 1,204...
Show morePrevious research suggests that depression in old age results in deficits in both encoding and retrieval in episodic memory tasks. There is also a general understanding that memory function declines with age, with older adults being the most affected. The focus of this data analysis is to examine a possible interaction between age and depression on episodic memory performance. A multiple regression approach was used to analyze previous data from CREATE I which includes a sample size of 1,204 participants between the ages of 18-91. Age and depressive affect had significant negative effects on episodic memory performance, and these two factors interacted, showing that depressive affect had little impact at young ages but increasingly affected those at older ages. Results suggest that interventions to reduce depressive affect in older populations may also contribute to improved episodic memory performance.
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Date Issued: 2013
Identifier: FSU_migr_uhm-0281
Format: Thesis

Title: Behavioral Assessment of Finger-Counting on SNARC.
Creator: Gonzalez, Nicole A., Kowalsky, Amanda L., Kaschak, Michael P., Department of Psychology
Abstract/Description: Individuals tend to exhibit implicit, cognitive associations between numbers and space. Small numbers become associated with the left side of their bodies and large numbers with the right side of their bodies. This "spatial-numerical association of response codes" (SNARC) provides evidence that individuals tend to sort their spatial orientations along a mental number line. Since most cultures promote the use of finger-counting as a universal means for learning to work with numbers, it is...
Show moreIndividuals tend to exhibit implicit, cognitive associations between numbers and space. Small numbers become associated with the left side of their bodies and large numbers with the right side of their bodies. This "spatial-numerical association of response codes" (SNARC) provides evidence that individuals tend to sort their spatial orientations along a mental number line. Since most cultures promote the use of finger-counting as a universal means for learning to work with numbers, it is believed that the directionality of finger-counting (from left to right or right to left) affects the way we link numbers and space in adulthood. To assess finger-directionality, past studies have utilized self-report questionnaires; however, recent findings have suggested a new measure that classifies finger-directionality by observing natural finger-counting habits and circumvents the biases associated with self-report. In the current study with a sample of ninety-four college students, when using self-report to categorize counting habits, we found a statistically significant difference between groups; right-starters displayed the SNARC effect while left-starters did not. However, when using observed behaviors to categorize counting habits, we did not find a statistically significant difference between left and right starters. These findings suggest that finger-counting hands do not predict the SNARC effect, which is consistent with the flexibility of the effect itself.
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Date Issued: 2015
Identifier: FSU_migr_uhm-0581
Format: Thesis

Title: An Expert-Performance Approach to the Study of the Development of Understanding during Complex Learning: Capturing the Development of Understanding of the 8-Puzzle and Its Mechanism.
Creator: Yoon, Jong Sung, Ericsson, K. Anders (Karl Anders), Gerard, Gregory James, Kelley, Colleen M., Boot, Walter Richard, Plant, Ashby, Florida State University, College of Arts and...
Show moreYoon, Jong Sung, Ericsson, K. Anders (Karl Anders), Gerard, Gregory James, Kelley, Colleen M., Boot, Walter Richard, Plant, Ashby, Florida State University, College of Arts and Sciences, Department of Psychology
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Abstract/Description: The question of "what is better understanding during complex learning" has intrigued researchers in different fields of psychology and education for decades. However, it has been difficult to study and monitor the development of understanding during complex learning. The current study was designed to demonstrate how the expert-performance approach as a technique for studying superior performance can be applied to the study of the development of understanding during complex learning....
Show moreThe question of "what is better understanding during complex learning" has intrigued researchers in different fields of psychology and education for decades. However, it has been difficult to study and monitor the development of understanding during complex learning. The current study was designed to demonstrate how the expert-performance approach as a technique for studying superior performance can be applied to the study of the development of understanding during complex learning. Particularly, the current study attempted to study the development of understanding in the 8-puzzle by the design of representative 8-puzzle tasks in conjunction with the collection of various cognitive process including process-tracing data (i.e. think-aloud reports). The results supports that asking participants to generate best 5-move sequences for the representative 8-puzzle situations allowed us to capture changes in understanding of the 8-puzzle and whether it conforms to a particular type of method specifically instructed during learning. It also allowed us to trace and capture changes in mediating cognitive processes and to directly associate them with the essence of changes in understanding of the 8-puzzle. The current study successfully demonstrates the expert-performance approach can provide a useful framework for studying the development of understanding during complex learning, specially, regarding concern for the reactivity of methodology.
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Date Issued: 2015
Identifier: FSU_migr_etd-9499
Format: Thesis

Title: Trash Talk Behavior Amongst Collegiate Athletes: An Application of the Theory of Planned Behavior.
Creator: Kitchings, William, Tenenbaum, Gershon, Roehrig, Alysia D., Almond, Russell G., Florida State University, College of Education, Department of Educational Psychology and Learning...
Show moreKitchings, William, Tenenbaum, Gershon, Roehrig, Alysia D., Almond, Russell G., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Trash talk, a behavior mostly seen during athletic competitions, is defined as disparaging, taunting, or boastful comments especially between opponents to intimidate each other. To look at what determinants cause a behavior to be performed, the theory of planned behavior, was used. The aim of this study was to examine the predictive functionality of the theory of planned behavior for explaining trash talk intention among collegiate athletes. A sample of athletes (N = 102) was surveyed with a...
Show moreTrash talk, a behavior mostly seen during athletic competitions, is defined as disparaging, taunting, or boastful comments especially between opponents to intimidate each other. To look at what determinants cause a behavior to be performed, the theory of planned behavior, was used. The aim of this study was to examine the predictive functionality of the theory of planned behavior for explaining trash talk intention among collegiate athletes. A sample of athletes (N = 102) was surveyed with a newly created questionnaire regarding attitudes, subjective norms, perceived behavioral control, intentions and past behavior towards using trash talk with opponents. Results showed that all three TPB components significantly correlated with an athlete's intention to use trash talk. Additionally, all of the TPB components, as well as past behavior, were significant predictors of trash talk intentions. Though there was a reliability issue with one of the scales (Perceived Behavioral Control), this study provided insight on sources for the use of trash talk. Finally, implications for the future direction of research on this topic are discussed.
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Date Issued: 2015
Identifier: FSU_migr_etd-9374
Format: Thesis

Title: The Role of Prior Experience in Performance and Transfer within the Space Fortress Game.
Creator: Towne, Tyler J. (Tyler James), Ericsson, K. Anders (Karl Anders), Ahlquist, Jon E., Boot, Walter Richard, Folstein, Jonathan Robert, Johnson, Frank, Florida State University,...
Show moreTowne, Tyler J. (Tyler James), Ericsson, K. Anders (Karl Anders), Ahlquist, Jon E., Boot, Walter Richard, Folstein, Jonathan Robert, Johnson, Frank, Florida State University, College of Arts and Sciences, Department of Psychology
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Abstract/Description: In this study, I examined group differences in performance between video game players (VGPs) and non-video game players (NVGPs) on the complex learning task "Space Fortress". The primary goal of this investigation was to identify transfer from previous video game experiences and training on differing versions of the target task as well as the significant predictors of increased Space Fortress performance that may explain VGP/NVGP differences. Forty VGPs who reported playing video games for...
Show moreIn this study, I examined group differences in performance between video game players (VGPs) and non-video game players (NVGPs) on the complex learning task "Space Fortress". The primary goal of this investigation was to identify transfer from previous video game experiences and training on differing versions of the target task as well as the significant predictors of increased Space Fortress performance that may explain VGP/NVGP differences. Forty VGPs who reported playing video games for over 10 hours per week and 40 NVGPs who reported fewer than 1 hour of video game play were recruited from a community in the southeastern United States. Twenty of each group were assigned to play the 10 three-minute games of the traditional joystick version of Space Fortress first, and 20 were assigned to play 10 three-minute games of the keyboard version first; followed by 10 three-minute games of the alternate controller type. After receiving game instructions, all players were evaluated on their rule-knowledge before playing Space Fortress. After completing the two 30-minute blocks of Space Fortress, players were given a questionnaire about their video game experiences. Large differences in attained videogame scores between VGPs and NVGPs were discovered (Cohen’s d = 0.87). There was a reliable 3-way interaction between controller type and task order F (1, 836.55) = 5.13, p < 0.05. The VGP advantage was largest on the keyboard version of the task when they received the keyboard task first, suggesting that gamers could be scaffolding their skills when presented with a familiar controller first. While the VGP advantage was not large at the initial presentation of the task, VGPs improved significantly faster than NVGPs, especially on the keyboard version of the task. Once these skill differences were identified, I conducted post-hoc analyses to specify the areas of greatest advantages. In addition to an analysis of the game-produced subscores which suggested differences in priorities throughout training, I examined differences in performance on a Space Fortress rules quiz. There were significant differences in performance between VGPs and NVGPs on quiz performance, t (78) = -2.85; p < .01. Regression analyses revealed robust effects of quiz performance on Space Fortress scores, t (73) = 4.39, p < .001, effects that were similar in magnitude of the VGP effects but did not appear to mediate the VGP/NVGP differences on Space Fortress performance. There were also large differences between VGPs and NVGPs (Cohen’s ds between 0.86 to 1.91) on the types of video game activities they had engaged in, these differences were found to be unrelated to Space Fortress performance when controlling for other critical factors. I also discuss the potential effects of gender and other variables on Space Fortress performance. In conclusion, I found that there are robust differences between VGPs and NVGPs on Space Fortress performance. However, these differences are highly related to the controller used, which controller is trained first, and by shifts in how VGPs prioritized aspects of the game. The transfer differences between conditions, especially for gamers, suggests that there are significant effects of prior experience and knowledge in the acquisition of a new cognitive skill, but these differences are difficult to describe given the large qualitative differences in the types of experiences that VGPs have cultivated. Future studies should analyze verbal reports and other process tracing data to better understand the specific nature of the mediating mechanisms and carefully design experimental manipulations to interfere with the acquired cognitive mechanisms, thus completing the last step in the expert-performance approach, and paving the way for a better understanding of how the approach can be used to better describe early skill acquisition.
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Date Issued: 2016
Identifier: FSU_FA2016_Towne_fsu_0071E_13619
Format: Thesis

Title: Do Individual Differences in Attentional Control and Susceptibility to Distraction Predict Inattentional Blindness?.
Creator: Wright, Timothy J., Boot, Walter Richard, Becker, Betsy Jane, Charness, Neil, Folstein, Jonathan Robert, Borovsky, Arielle A. (Arielle Ann), Florida State University, College of...
Show moreWright, Timothy J., Boot, Walter Richard, Becker, Betsy Jane, Charness, Neil, Folstein, Jonathan Robert, Borovsky, Arielle A. (Arielle Ann), Florida State University, College of Arts and Sciences, Department of Psychology
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Abstract/Description: The current studies focus on individual difference predictors of the phenomenon inattentional blindness (IB; when observers fail to notice a salient but unexpected event when attention is occupied by another task). Study 1 (conducted on Mechanical Turk) explicitly examined unexpected object salience as the moderator between the potential relationship between working memory capacity and IB. Salience was varied in two ways: 1) the color of the unexpected item (gray vs. red) and also the...
Show moreThe current studies focus on individual difference predictors of the phenomenon inattentional blindness (IB; when observers fail to notice a salient but unexpected event when attention is occupied by another task). Study 1 (conducted on Mechanical Turk) explicitly examined unexpected object salience as the moderator between the potential relationship between working memory capacity and IB. Salience was varied in two ways: 1) the color of the unexpected item (gray vs. red) and also the distance of the unexpected item from fovea (near vs. far). A second lab-based study explored the degree to which attentional control is an important individual difference predictor of IB, with the idea that individuals more susceptible to attention capture will be more likely to notice the unexpected event, and individuals who are better able to filter irrelevant information will miss it more. Study 2 tested this hypothesis by examining the relationship between four classic measures of attentional control (measuring implicit capture of attention using reaction time) and IB (measuring explicit detection of an unexpected object using participant report). Contrary to hypotheses, working memory capacity was not a significant predictor of IB, even in instances in which the unexpected object was highly salient (Study 1). Moreover, Study 2 found no relationship between classic measures of implicit capture (based on RT) and explicit capture (participant report of noticing an unexpected event). Instead, age, processing speed, and conscientiousness demonstrated predictive ability in distinguishing noticers and non-noticers. Results suggest that attentional control (measured via working memory capacity or classic measures of attention capture) is unrelated to explicit detection of an unexpected stimulus.
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Date Issued: 2015
Identifier: FSU_migr_etd-9524
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
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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.
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Date Issued: 2018
Identifier: 2018_Sp_Roque_fsu_0071E_14493
Format: Thesis

Title: Developing Multivariate Neurophysiological Phenotypes for Predicting Psychopathology.
Creator: Bachman, Matthew, Department of Psychology
Abstract/Description: Externalizing, a factor related to a deficit in impulse control, has been widely associated with reductions in the amplitude of the P300 event-related potential (ERP) component. Recently, time-frequency (TF) signal processing approaches have been able to index separable components underlying P300 activity, and provide incremental prediction for externalizing above traditional time-domain approaches to measuring P300 (Gilmore et al., 2010). Next, shared variance from time-domain measures of...
Show moreExternalizing, a factor related to a deficit in impulse control, has been widely associated with reductions in the amplitude of the P300 event-related potential (ERP) component. Recently, time-frequency (TF) signal processing approaches have been able to index separable components underlying P300 activity, and provide incremental prediction for externalizing above traditional time-domain approaches to measuring P300 (Gilmore et al., 2010). Next, shared variance from time-domain measures of P300 from different tasks and the error-related negativity demonstrated incremental prediction for externalizing above single tasks (Nelson et al., 2010), consistent with the idea of a multivariate phenotype (Iacono, Carson, & Malone, 2000). The current study integrates these approaches by using TF analysis to extract multiple overlapping TF components from each task, and then apply factor analysis across the components from all the tasks to derive latent task-based brain activations. TF amplitude (TF-AMP) and inter-trial phase synchrony (TF-ITPS) measures were assessed. Results of the factor analysis suggested a two-factor solution, which corresponded to the well-known theta (3-7 Hz) and delta (0-3 Hz) frequency ranges in both measures. Solutions with a higher number of components were assessed as well, providing greater time and frequency detail to the solutions. Finally, the TF-AMP and TF-ITPS measures were assessed with regard to externalizing, and did evidence incremental prediction above traditional time-domain measures.
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Date Issued: 2013
Identifier: FSU_migr_uhm-0196
Format: Thesis

Title: The Incremental Validity of the Barkley Deficits in Executive Function Scale and Cognitive Tests of Executive Function on ADHD Symptoms and Impairments in College Students.
Creator: Dehili, Vincent Malik, Prevatt, Frances F., Stepina, Lee, Ebener, Deborah J., Osborn, Debra S., Florida State University, College of Education, Department of Educational...
Show moreDehili, Vincent Malik, Prevatt, Frances F., Stepina, Lee, Ebener, Deborah J., Osborn, Debra S., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Executive Function (EF) is defined as “self-directed actions so as to choose goals and to select, enact, and sustain actions across time towards those goals” (Barkley, 2012; p. 170). These “self-directed actions” can take the form of behavioral, social, or emotional regulation. Since that time, EF has been associated with the frontal lobe function and has been researched as being affected by multiple physical and mental health disorders (Jurado & Roselli, 2007). EF deficits have been linked...
Show moreExecutive Function (EF) is defined as “self-directed actions so as to choose goals and to select, enact, and sustain actions across time towards those goals” (Barkley, 2012; p. 170). These “self-directed actions” can take the form of behavioral, social, or emotional regulation. Since that time, EF has been associated with the frontal lobe function and has been researched as being affected by multiple physical and mental health disorders (Jurado & Roselli, 2007). EF deficits have been linked to Attention-Deficit/Hyperactivity Disorder (ADHD). ADHD is “a persistent pattern of inattention and/or hyperactivity-impulsivity that is frequently displayed and more severe than is typically observed in individuals at a comparable level of development” (APA, 2013, p. 59). Research indicates that 4.4% of the adult population qualify for a diagnosis of ADHD (Barkley, Fischer, Smallish, & Fletcher, 2002; Bush, Valera, & Seidman, 2006; Glutting, Youngstrom, & Walkins, 2005; Kessler et al., 2005; DuPaul, Weyandt, O’Dell, & Varejao, 2009). College students with ADHD face unique challenges compared to their non-ADHD peers with respect to academics (Antshel et al., 2010; Barkley et al., 2006; Dupaul Weyandt, O’Dell, & Varejao, 2009), driving (Barkley, 2011a; Barkley, Anderson, & Kruesi, 2007; Richards et al., 2006), and work performance (Barkley, 2011a; Barkley & Murphy, 2010; Shifrin, Proctor, & Prevatt, 2010; Wilens, Faraone, & Biederman, 2004). Only 20% of young adults with ADHD will enroll in college with about 5% completing college (Antshel et al., 2010; Barkley et al., 2006; Biederman et al., 2006). Adults with ADHD have been shown to have greater likelihood to be at fault for car accidents and receive speeding tickets, (Barkley, 2011a; Barkley, Anderson, & Kruesi, 2007; Richards et al., 2006). Also, adults with ADHD are more likely to have a lower salary are reprimanded more at work (Barkley & Murphy, 2010; Shifrin, Proctor, & Prevatt, 2010; Wilens, Faraone, & Biederman, 2004). Evaluating ADHD in college students is done through multiple methods ranging from cognitive tests of EF to self-report rating scales on ADHD symptomology (Barkley, 2011a). As said previously, cognitive tests of EF were initially used to study individuals with frontal lobe damage (Barkley, 2011a; 2012; Barkley & Murphy, 2011; Jurado & Roselli, 2007). Meanwhile, rating scales of EF for adults evaluate a myriad of cognitive constructs without being based on any theory that allows clinicians to determine which cognitive functions are executive in nature (Burgess et al., 1998; Climie, Cadogan, & Goukon, 2014; Gioia et al., 2000; Naglieri & Goldstein, 2013). The Barkley Deficits in Executive Functioning Scale (BDEFS; Barkley, 2011b) is a recently created self-report rating scale that assesses five behavioral deficit areas related to EF: Self-Management to Time, Self-Organization/Problem Solving, Self-Restraint, Self-Motivation, and Self-Regulation of Emotion (Barkley, 2011a). Barkley (2011a) created the BDEFS to easily evaluate EF deficits in adults with ADHD as well as create a measure that was theoretically based (Barkley, 2012). The purpose of this study was to add further evidence to the incremental validity of the BDEFS on assessing ADHD symptoms and life impairments related to ADHD in college students over commonly used cognitive tests of EF. This study analyzed 83 college students diagnosed with ADHD at a southeastern public university. The mean age of the students was twenty-four years old with a median age of twenty-one years old. 47% of the students were male with 69% of the students identifying as Caucasian, 18% as Hispanic, 4% as African American, 4% Asian, and 4% as “Other.” As well, 11% of students identified as being a freshman, 24% as a sophomore, 19% as a junior, 25% as a senior, 16% as a graduate students, and 5 % did not choose a specific year in college. Through the use of multiple independent t-tests and One-way analysis of variances, no significant effects with respect to age, gender, ethnicity, or year in college were found on each of the dependent variables. With respect to incremental validity, the BDEFS subdomains consistently added significant variance over the variance accounted for by cognitive tests of EF on each dependent variable (i.e., inattention symptoms, hyperactivity symptoms, impulsivity symptoms, work performance, and driving performance). Conversely, cognitive tests of EF were never able to add significant variance over the variance accounted for by the BDEFS subdomains on each dependent variable. It is clear that further support of the validity of the BDEFS is needed. This study demonstrated additional evidence towards the incremental validity of the BDEFS over cognitive tests of EF on ADHD symptoms and impairments. This study also demonstrated evidence towards the ecological validity of the BDEFS.
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Date Issued: 2015
Identifier: FSU_2016SU_Dehili_fsu_0071E_12651
Format: Thesis

Title: Coordinated Gambling Feedback Processing Indexed by Feedback Negativity and Reward Positivity ERP Components, and Pupil Dilation.
Creator: Mulligan, Elizabeth, Department of Psychology
Abstract/Description: Pupil dilation (PD) has recently been reported as an index of activity in the locus coeruleus (LC), which is known to be integral to orienting processes, where adaptive gain theory and the LC-P3 hypothesis have been important to understanding the role of this activity in motivation (Nieuwenhuis et al., 2005; Nieuwenhuis et al., 2011). Separately, recent work in the study of gambling feedback has identified separable feedback negativity (FN) and reward positivity (RP) event-related potential ...
Show morePupil dilation (PD) has recently been reported as an index of activity in the locus coeruleus (LC), which is known to be integral to orienting processes, where adaptive gain theory and the LC-P3 hypothesis have been important to understanding the role of this activity in motivation (Nieuwenhuis et al., 2005; Nieuwenhuis et al., 2011). Separately, recent work in the study of gambling feedback has identified separable feedback negativity (FN) and reward positivity (RP) event-related potential (ERP) components that are sensitive to loss and gain outcomes, respectively (Bernat et al., 2011). While these two lines of research have advanced a considerable amount separately, the area investigating a possible relationship between LC functioning and higher cortical areas has been underdeveloped. In the current study, thirty-two participants completed a common gambling task while electrocortical signals and pupil diameter were measured to assess coordinated responding among cortical salience and control processes, and orienting processes. Results indicated that gain feedback produced significantly greater PD than loss, consistent with the view that LC phasic activation is driven by motivationally significant stimuli that signal cognitive reward (Nieuwenhuis et al., 2005). Also consistent with this view, ERP results revealed the RP component to most strongly predict PD, with RP activity in gains being a much stronger predictor of PD than RP in losses. Interestingly, RP activity during gains had a significant positive correlation with PD, while RP activity during losses had an equally significant negative correlation with PD. This means that more PD creates more of a disparity in RP activity between gains and losses, which supports the view that task engagement is a characteristic of exploitation, which is a mode of LC functioning (Aston-Jones & Cohen, 2005). These relationships show support for adaptive gain theory and the LC-P3 hypothesis, and suggest the possibility that cognitive reward and higher-level cortical areas may gate or modulate the orienting response according to task utility.
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Date Issued: 2013
Identifier: FSU_migr_uhm-0178
Format: Thesis

Title: Driven to Distraction?: the Effect of Red Light Running Camera Flashes on Attention and Eye Movement Control.
Creator: Sall, Robert, Department of Psychology
Abstract/Description: Visually sparse and abstract laboratory paradigms are often used to study visual attention and attention capture. Do the factors found to influence the allocation of attention in these studies also predict distraction in more complex real-world scenes? We explored this question using an attention capture paradigm modeled after driving a driving scene. Anecdotally, the flash that accompanies Red Light Running Cameras (RLRC) has been reported to be distracting. An Inhibition of Return (IOR)...
Show moreVisually sparse and abstract laboratory paradigms are often used to study visual attention and attention capture. Do the factors found to influence the allocation of attention in these studies also predict distraction in more complex real-world scenes? We explored this question using an attention capture paradigm modeled after driving a driving scene. Anecdotally, the flash that accompanies Red Light Running Cameras (RLRC) has been reported to be distracting. An Inhibition of Return (IOR) paradigm was used to test if RLRC flashes in simulated driving scenes capture attention. After attention is allocated to an area, IOR discourages future attention shifts to that same area, thus IOR serves as a reliable marker of spatial attention. In two experiments, participants were slower to respond to the brake lamps of a vehicle when a RLRC flash occurred nearby, and were also slower at initiating eye movements to brake lamp signals (IOR effects). Results suggest that attention can be misdirected as a result of RLRC flashes and demonstrate that findings from simple laboratory paradigms can predict the allocation of attention in complex settings that are more familiar to observers. Despite clear evidence for the capture of attention, additional study is necessary to better understand the effect RLRC flashes may have on driving performance.
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Date Issued: 2013
Identifier: FSU_migr_uhm-0169
Format: Thesis

Title: Examining the Relationship between Prior Knowledge, Causal Maps, and Causal Mapping Processes.
Creator: Shin, Hyoung Seok, Jeong, Allan C., Marty, Paul F., Klein, James D., Dennen, Vanessa P., Florida State University, College of Education, Department of Educational Psychology and...
Show moreShin, Hyoung Seok, Jeong, Allan C., Marty, Paul F., Klein, James D., Dennen, Vanessa P., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Problem solving skills have been widely used to achieve desired outcomes in everyday life and professional contexts. To solve a complex problem in a real situation, people need to improve causal reasoning and systems thinking. Causal mapping can be used as an instructional method to develop and support students’ causal reasoning and systems thinking by establishing their own mental models. Also, causal maps can be used to assess students’ understanding of complex problems. However, it is...
Show moreProblem solving skills have been widely used to achieve desired outcomes in everyday life and professional contexts. To solve a complex problem in a real situation, people need to improve causal reasoning and systems thinking. Causal mapping can be used as an instructional method to develop and support students’ causal reasoning and systems thinking by establishing their own mental models. Also, causal maps can be used to assess students’ understanding of complex problems. However, it is required to determine which mapping processes produce more accurate maps dependent upon individual differences in prior knowledge, because students’ causal maps can vary depending on the level of prior knowledge and which mapping processes are used to construct causal maps. Given this issue, the purpose of this study was to identify a) the mapping processes that are dependent on students’ prior knowledge; and b) the mapping processes that can help students produce more accurate causal maps and achieve deeper understanding. In this study, 43 students constructed three different causal maps for three topics, and a total of 127 mapping recordings and causal maps were collected and analyzed using post hoc analysis. The findings revealed that students with high and medium levels of prior knowledge showed a slight tendency to use the backward approach over the forward approach, whereas students with low levels of prior knowledge showed an equal tendency to use both approaches. Students across all three levels of prior knowledge were more likely to use the breadth-first approach over the depth-first and unidentified approaches. Students that produced higher and lower quality causal maps both showed a slight tendency to use the backward approach over the forward approach and a higher tendency to use the breadth-first approach over the depth-first approach. The ratio of forward vs. backward approaches was negatively and significantly correlated with the quality of causal maps. Therefore, when students mostly used the forward approach, they constructed lower quality causal maps. In addition, the ratio of breadth-first vs. depth-first approaches was positively and significantly correlated with the quality of causal maps. This indicates that when students mostly used the breadth-first approach, the quality of their causal maps increased. Prior knowledge had a direct negative effect on the ratio of forward/backward approach and the ratio of breadth-first/depth-first approach, however prior knowledge had a direct positive effect on map quality. The ratio of forward/backward approach had a direct negative effect on map quality, and the ratio of breadth-first/depth-first approach had a direct positive effect on map quality. In conclusion, the main implication of this study is that instructors need to encourage students to jointly use the backward and the breadth-first approaches when working to solve diagnosis-solution problems. And, educational researchers need to design causal mapping software/tools to facilitate the backward and the depth-first approaches so that causal mapping can help students achieve higher levels of understanding controlling for individual differences in prior knowledge and causal reasoning skills, and be used to measure their causal understanding.
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Date Issued: 2016
Identifier: FSU_FA2016_Shin_fsu_0071E_13583
Format: Thesis

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