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Cornell University
1.
Chernyak, Nadia.
Concepts Of Choice, Morality, And Prosocial Behavior In Early Childhood
.
Degree: 2014, Cornell University
URL: http://hdl.handle.net/1813/37112 
► Choice is critical for a variety of positive developmental outcomes, including selfesteem, well-being, and intrinsic motivation. The intuition that our actions are freely chosen is…
(more)
▼ Choice is critical for a variety of positive developmental outcomes, including selfesteem, well-being, and intrinsic motivation. The intuition that our actions are freely chosen is also important for our causal reasoning and our moral evaluations of others. In this dissertation, I explore the interplay between young children's concepts of choice and their emerging morality. Chapter 1 reviews current theories of moral development and sets up ideas for future investigations. Chapter 2 explores three related questions: (i) What do children's early concepts of choice look like?; (ii) Do children believe moral and social actions are choices?; and (iii) What are developmental and cultural variations in children's beliefs about moral actions as choices? Chapter 3 focuses on how children make the choice between following moral/social obligations and following their own desires. Chapter 4 directly investigates whether children's ideas of choice influence their emerging prosocial behavior. Finally, Chapter 5 reviews how concepts of choice may be intimately tied to young children's moral cognition and prosocial behavior.
Advisors/Committee Members: Pizarro, David A. (committeeMember), Pizarro, David A. (committeeMember), Schwager, Steven J. (committeeMember).
Subjects/Keywords: morality;
preschoolers;
choice
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APA (6th Edition):
Chernyak, N. (2014). Concepts Of Choice, Morality, And Prosocial Behavior In Early Childhood
. (Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/37112
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Chernyak, Nadia. “Concepts Of Choice, Morality, And Prosocial Behavior In Early Childhood
.” 2014. Thesis, Cornell University. Accessed July 15, 2019.
http://hdl.handle.net/1813/37112.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Chernyak, Nadia. “Concepts Of Choice, Morality, And Prosocial Behavior In Early Childhood
.” 2014. Web. 15 Jul 2019.
Vancouver:
Chernyak N. Concepts Of Choice, Morality, And Prosocial Behavior In Early Childhood
. [Internet] [Thesis]. Cornell University; 2014. [cited 2019 Jul 15].
Available from: http://hdl.handle.net/1813/37112.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Chernyak N. Concepts Of Choice, Morality, And Prosocial Behavior In Early Childhood
. [Thesis]. Cornell University; 2014. Available from: http://hdl.handle.net/1813/37112
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Cornell University
2.
Soundarajan, Sucheta.
Communities In Social Networks
.
Degree: 2013, Cornell University
URL: http://hdl.handle.net/1813/34083
► Within the broad area of social network analysis research, the study of communities has become an important and popular topic. However, there is little consensus…
(more)
▼ Within the broad area of social network analysis research, the study of communities has become an important and popular topic. However, there is little consensus within the field regarding the structure of communities, and the research literature contains dozens of competing community detection algorithms and community evaluation metrics. In this dissertation, we present several connected contributions, each related to the general theme of communities in social networks. First, in order to motivate the study of communities in general, as well as the work later in this dissertation, we present an application of community detection methods to the link prediction problem, in which one attempts to predict which edges in an incomplete network dataset are most likely to exist in the complete network dataset. We demonstrate that use of community membership information can improve the accuracy of various simple link prediction methods, sometimes by a large margin. Next, we examine the structure of "real" annotated communities and present a novel community detection method. In this chapter, we study real networks, each containing metadata that allow us to identify "real" communities (e.g., all graduate students in the same department). We study details of these communities' structures and, based on these results, create and evaluate an algorithm for finding overlapping communities in networks. We show that this method outperforms other state-of-the-art community detection methods. Finally, we present two related sections. In the first of these two chapters, we describe the Community Structure Analysis Framework (CSAF), a machinelearning-based method for comparing and studying the structures and features of communities produced through different methods. The CSAF allows a practitioner to select a community detection method best suited for his or her application needs, and allows a researcher to better understand the behavior of different community detection algorithms. In the second of these chapters, we apply the CSAF to a variety of network datasets from different domains, and use it to obtain interesting results about the structures of communities identified algorithmically as well as through metadata annotation.
Advisors/Committee Members: Pizarro, David A. (committeeMember), Kozen, Dexter Campbell (committeeMember).
Subjects/Keywords: data mining;
social networks;
communities
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APA (6th Edition):
Soundarajan, S. (2013). Communities In Social Networks
. (Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/34083
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Soundarajan, Sucheta. “Communities In Social Networks
.” 2013. Thesis, Cornell University. Accessed July 15, 2019.
http://hdl.handle.net/1813/34083.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Soundarajan, Sucheta. “Communities In Social Networks
.” 2013. Web. 15 Jul 2019.
Vancouver:
Soundarajan S. Communities In Social Networks
. [Internet] [Thesis]. Cornell University; 2013. [cited 2019 Jul 15].
Available from: http://hdl.handle.net/1813/34083.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Soundarajan S. Communities In Social Networks
. [Thesis]. Cornell University; 2013. Available from: http://hdl.handle.net/1813/34083
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Cornell University
3.
Gouveia, Christine.
Adolescent Girls' Moral Language Use In Relational Aggression Situations
.
Degree: 2012, Cornell University
URL: http://hdl.handle.net/1813/29257
► This research on relational aggression among early adolescent girls in school settings investigated the role of language production in moral judgments. I examined whether adolescent…
(more)
▼ This research on relational aggression among early adolescent girls in school settings investigated the role of language production in moral judgments. I examined whether adolescent girls' use of language to discuss these moral conflicts reflected intuition or rationality, and whether this relationship changed over three years of their development. Literatures in linguistics, moral development and psychology have never utilized language to help identify the use of intuitive and rational processes in moral decision-making. Building from several literatures and the dual processing theories of reasoning, I developed a new methodology for analyzing adolescent girls' use of intuitive and rational language in discussing moral conflicts and dilemmas surrounding relational aggression. The data was derived from interviews with 15 girls in grades five, six, and seven in their schools from Schrader's (2006-2009) Adolescent Girls Relational Aggression Longitudinal Study. I analyzed data from a relational aggression interview, Moral Judgment Interview (Kohlberg, 1981), Real Life Dilemma Interview, and Metacognitive Interview (Schrader, 1988), which had been administered as part of Schrader's study. The LIWC text analysis program (Pennebaker, Booth, & Francis, 2001) supplemented by a Dual Processing Theoretical Framework and qualitative semantic analyses generated what I refer to as "the Moral Language Use Evaluation Tool" to evaluate intuitive and rational properties of the girls' language. Significant differences were hypothesized to exist in the lexical, syntactic productivity, semantic, and general performance language indicators, reflecting differences in the use of intuitive and rational language in discussing moral judgments. Both quantitative and qualitative content analysis revealed that, as hypothesized, adolescent girls measurably shifted from more intuitive to more rational descriptions of their moral judgment processes between the fifth and seventh grades, and used more intuitive language in discussing real than hypothetical scenarios. A qualitative content analysis of the girls' moral justifications indicated that girls discussing their role-playing as bystanders provided more rational justifications and fewer intuitive justifications than when they discussed a hypothetical scenario. These results provide initial evidence for the value of applying the new moral language methodology to better understand the process by which girls use language in relational aggression conflicts.
Advisors/Committee Members: Pizarro, David A. (committeeMember), Lust, Barbara Catherine (committeeMember).
Subjects/Keywords: Adolescent girls;
Moral language;
Relational aggression
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APA (6th Edition):
Gouveia, C. (2012). Adolescent Girls' Moral Language Use In Relational Aggression Situations
. (Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/29257
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Gouveia, Christine. “Adolescent Girls' Moral Language Use In Relational Aggression Situations
.” 2012. Thesis, Cornell University. Accessed July 15, 2019.
http://hdl.handle.net/1813/29257.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Gouveia, Christine. “Adolescent Girls' Moral Language Use In Relational Aggression Situations
.” 2012. Web. 15 Jul 2019.
Vancouver:
Gouveia C. Adolescent Girls' Moral Language Use In Relational Aggression Situations
. [Internet] [Thesis]. Cornell University; 2012. [cited 2019 Jul 15].
Available from: http://hdl.handle.net/1813/29257.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Gouveia C. Adolescent Girls' Moral Language Use In Relational Aggression Situations
. [Thesis]. Cornell University; 2012. Available from: http://hdl.handle.net/1813/29257
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Cornell University
4.
Vance, Jonathan.
Background Influences: Psychological Processes That Shape Perception, Emotion, And Morals
.
Degree: 2013, Cornell University
URL: http://hdl.handle.net/1813/34026
► In this three chapter dissertation, I address the epistemic significance of psychological processes that shape emotion, perception, and moral judgment. In Chapter 1, I illustrate…
(more)
▼ In this three chapter dissertation, I address the epistemic significance of psychological processes that shape emotion, perception, and moral judgment. In Chapter 1, I illustrate ways in which perceptual and emotional states can be influenced by background beliefs in a process called 'cognitive penetration'. I then use cases of cognitively penetrated emotion to provide a novel argument by analogy against views of perceptual justification (e.g. dogmatism) that emphasize the justificatory role of an experience's phenomenology rather than its etiology, including etiologies involving cognitive penetration. In Chapter 2, I extend the challenge from cognitive penetrability to target reliabilism, a view that emphasizes the justificatory role of etiology rather than phenomenology. In my view, both phenomenology and etiology have a role to play in fixing the justification provided by perceptual and emotional states. In Chapter 3, I turn to the covert influence of morally irrelevant factors on emotion and moral judgment. Recent authors have used empirical evidence of the influence of such factors to argue for the skeptical conclusion that intuitive moral judgments are unreliable. In response, I argue that the data indicate that the influences are too small to threaten the reliability of the relevant judgments, and in fact may provide novel support for an empirically plausible, moral epistemology that gives perception-like moral emotion a role in justifying intuitive moral beliefs.
Advisors/Committee Members: Pizarro, David A. (committeeMember), Ginet, Carl Allen (committeeMember), Pereboom, Derk (committeeMember).
Subjects/Keywords: epistemology;
perception;
cognitive penetrability;
emotion;
moral psychology;
reliabilism
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APA (6th Edition):
Vance, J. (2013). Background Influences: Psychological Processes That Shape Perception, Emotion, And Morals
. (Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/34026
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Vance, Jonathan. “Background Influences: Psychological Processes That Shape Perception, Emotion, And Morals
.” 2013. Thesis, Cornell University. Accessed July 15, 2019.
http://hdl.handle.net/1813/34026.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Vance, Jonathan. “Background Influences: Psychological Processes That Shape Perception, Emotion, And Morals
.” 2013. Web. 15 Jul 2019.
Vancouver:
Vance J. Background Influences: Psychological Processes That Shape Perception, Emotion, And Morals
. [Internet] [Thesis]. Cornell University; 2013. [cited 2019 Jul 15].
Available from: http://hdl.handle.net/1813/34026.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Vance J. Background Influences: Psychological Processes That Shape Perception, Emotion, And Morals
. [Thesis]. Cornell University; 2013. Available from: http://hdl.handle.net/1813/34026
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Cornell University
5.
Syal, Supriya.
Socially Motivated Vocal Learning
.
Degree: 2011, Cornell University
URL: http://hdl.handle.net/1813/30727
► Language is social because the motivation to communicate is contingent on the presence of social conspecifics. This thesis studies vocal learning in two social species,…
(more)
▼ Language is social because the motivation to communicate is contingent on the presence of social conspecifics. This thesis studies vocal learning in two social species, humans (Homo sapiens sapiens) and an oscine songbird, the zebra finch (Taeniopygia guttata). Using both behavioral and neuroanatomical data, Chapter 2 of this thesis argues that both the evolution and the development of vocal learning were triggered by the evolution of gated links between subcortical social motivation and cortical learning devices. Chapters 3 and 4 study human vocal learning in the socially motivated contexts in which human infants typically learn language. Chapter 3 studies early phonological learning within a social reinforcement paradigm wherein specific features of the interaction between mothers and infants guide the learning and production of new distributional information. Chapter 4 looks at the effects of changing maternal motivations on maternal behavior, and their subsequent facilitatory effects on infant vocal learning. Chapter 5 suggests that motivation derived from early interactions with social conspecifics drives vocal development in young zebra finches. Overall, this thesis provides evidence that vocal learning is shaped by social interaction and argues for a consideration social motivation as a control parameter in vocal learning.
Advisors/Committee Members: Regan, Elizabeth (committeeMember), Finlay, Barbara L. (committeeMember), Pizarro, David A. (committeeMember).
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APA ·
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Export
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APA (6th Edition):
Syal, S. (2011). Socially Motivated Vocal Learning
. (Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/30727
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Syal, Supriya. “Socially Motivated Vocal Learning
.” 2011. Thesis, Cornell University. Accessed July 15, 2019.
http://hdl.handle.net/1813/30727.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Syal, Supriya. “Socially Motivated Vocal Learning
.” 2011. Web. 15 Jul 2019.
Vancouver:
Syal S. Socially Motivated Vocal Learning
. [Internet] [Thesis]. Cornell University; 2011. [cited 2019 Jul 15].
Available from: http://hdl.handle.net/1813/30727.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Syal S. Socially Motivated Vocal Learning
. [Thesis]. Cornell University; 2011. Available from: http://hdl.handle.net/1813/30727
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Cornell University
6.
Gunaydin, Gul.
How Do I Know You? Person Perception From Photographs To Live Interactions
.
Degree: 2013, Cornell University
URL: http://hdl.handle.net/1813/34242
► Mental representations of unknown others play a central role in person perception. These representations, informed by our memories as well as the affective associations we…
(more)
▼ Mental representations of unknown others play a central role in person perception. These representations, informed by our memories as well as the affective associations we acquire though our past experiences, heavily influence how we perceive, evaluate, and react to new people we encounter in our day-to-day lives. Three papers aim to understand the antecedents and consequences of these representations at different stages of relationship formation and functioning-from evaluating unknown others to getting acquainted with these individuals. The first paper focused on idiosyncratic cues pertaining to representations of significant others and showed that women evaluated unknown men who resembled their partner (vs. those who did not) more favorably, even when they were not consciously aware of the idiosyncratic cue. In everyday person perception, such idiosyncratic cues are encountered simultaneously with cues shared across perceivers. The second paper provided the first systematic examination of how resemblance to known others (an idiosyncratic cue) and facial width-to-height ratio (a shared cue) simultaneously influence person perception. Shared and idiosyncratic cues had additive effects when participants made evaluative judgments (i.e., snap judgments of liking). Across three studies, facial width-to-height ratio was negatively related to liking. However, this association was significantly attenuated for women with a wide-faced romantic partner. The idiosyncratic cue predicted liking only when novel faces resembled newly encountered people who engaged in blameworthy behaviors or when they resembled significant others. Shared and idiosyncratic cues interacted to influence processing efficiency when participants made categorical judgments (i.e., indicated whether unknown faces resembled someone they knew). Participants made slower and less accurate responses to wider faces resembling a liked known other (vs. not). By focusing on static photographs of faces, these studies showed that shared and idiosyncratic cues profoundly influence person perception. The third paper complements this research by showing that likeability judgments from photographs predicted likeability judgments following live interactions, even when judgments were separated by two weeks and when interactions provided more opportunities to learn about the person. Drawing from theorizing on mental representations, the present research sheds light on the multitude of factors that influence everyday person perception from photographs to live interactions.
Advisors/Committee Members: Hazan, Cynthia (committeeMember), Pizarro, David A. (committeeMember), Regan, Elizabeth (committeeMember).
Subjects/Keywords: person perception;
first impressions;
face perception
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Gunaydin, G. (2013). How Do I Know You? Person Perception From Photographs To Live Interactions
. (Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/34242
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Gunaydin, Gul. “How Do I Know You? Person Perception From Photographs To Live Interactions
.” 2013. Thesis, Cornell University. Accessed July 15, 2019.
http://hdl.handle.net/1813/34242.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Gunaydin, Gul. “How Do I Know You? Person Perception From Photographs To Live Interactions
.” 2013. Web. 15 Jul 2019.
Vancouver:
Gunaydin G. How Do I Know You? Person Perception From Photographs To Live Interactions
. [Internet] [Thesis]. Cornell University; 2013. [cited 2019 Jul 15].
Available from: http://hdl.handle.net/1813/34242.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Gunaydin G. How Do I Know You? Person Perception From Photographs To Live Interactions
. [Thesis]. Cornell University; 2013. Available from: http://hdl.handle.net/1813/34242
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Cornell University
7.
Jampol, Lily.
The Dark Side Of White Lies: How Gender-Biased Feedback Contributes To The Glass Ceiling
.
Degree: 2014, Cornell University
URL: http://hdl.handle.net/1813/38864
► Although explicit endorsement of sexism has declined, covert barriers to the advancement of women in the workplace remain. In this dissertation, I argue that women…
(more)
▼ Although explicit endorsement of sexism has declined, covert barriers to the advancement of women in the workplace remain. In this dissertation, I argue that women are given benevolent but less accurate feedback about their performance and that this communication bias is accentuated by stereotypical beliefs about women. I additionally argue that this gender feedback bias has significant consequences for women and for workplace productivity and I discuss possible interventions that could be developed to ameliorate the bias. Although intentions may be benevolent, unequal feedback may undermine success in the workplace if women are not receiving accurate information needed to improve performance. In study 1a, people upwardly distorted evaluations of female authors' work when giving feedback but not to male authors. The results suggest that people tell more white lies to women about their performance. Study 1b demonstrated that this elevated feedback was not just "shifting standards" in evaluation of men and women but white lies. In study 2a, people were more likely to assume an employee was female if the employee had been given inaccurate feedback. In study 2b, people justify their assumptions about gender using language related to stereotypes about women's emotionality. In Study 3, participants who held stereotypical views about women were more likely to tell white lies to women. Study 4 demonstrates that one of the potential problems with a gender bias during feedback is a mismatch between behavior and women's actual desires regarding biased feedback. Study 5 explores the possible performance consequences of being told white lies. And finally, in Study 6, I attempt to design and evaluate a possible intervention for use in the workplace in order to attenuate the gender feedback bias. These findings are interpreted using a benevolent sexism framework and the workplace implications for a feedback bias for women are discussed. Collectively, the studies suggest that white lies during performance feedback to women may contribute to the maintenance of the "glass ceiling." Key words: gender performance lying feedback sexism language
Advisors/Committee Members: Pizarro, David A. (committeeMember), Zayas, Vivian (committeeMember), Devoogd, Timothy John (committeeMember).
Subjects/Keywords: Psychology;
Gender;
Feedback
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Record Details
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Jampol, L. (2014). The Dark Side Of White Lies: How Gender-Biased Feedback Contributes To The Glass Ceiling
. (Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/38864
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Jampol, Lily. “The Dark Side Of White Lies: How Gender-Biased Feedback Contributes To The Glass Ceiling
.” 2014. Thesis, Cornell University. Accessed July 15, 2019.
http://hdl.handle.net/1813/38864.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Jampol, Lily. “The Dark Side Of White Lies: How Gender-Biased Feedback Contributes To The Glass Ceiling
.” 2014. Web. 15 Jul 2019.
Vancouver:
Jampol L. The Dark Side Of White Lies: How Gender-Biased Feedback Contributes To The Glass Ceiling
. [Internet] [Thesis]. Cornell University; 2014. [cited 2019 Jul 15].
Available from: http://hdl.handle.net/1813/38864.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Jampol L. The Dark Side Of White Lies: How Gender-Biased Feedback Contributes To The Glass Ceiling
. [Thesis]. Cornell University; 2014. Available from: http://hdl.handle.net/1813/38864
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Cornell University
8.
Agres, Kathleen.
The Learning Trajectory Of Musical Memory: From Schematic Processing Of Novel Melodies To Robust Musical Memory Representations
.
Degree: 2013, Cornell University
URL: http://hdl.handle.net/1813/33890
► This dissertation utilizes a multi-method approach to investigate the processes underlying musical learning and memory. Particular emphasis is placed on schematic processing, musical structure, temporal…
(more)
▼ This dissertation utilizes a multi-method approach to investigate the processes underlying musical learning and memory. Particular emphasis is placed on schematic processing, musical structure, temporal aspects of learning, statistics-based predictive models, efficiency, and the role of musical expertise. We employed a set of behavioral change detection studies with musician and nonmusician participants to test what is encoded into gist memory upon hearing unfamiliar melodies varying in musical structure. These studies demonstrate that listeners abstract a schematic representation of the melody that includes tonally and metrically salient tones. In well-structured music, change detection performance improves when a musical event does not conform to the listener's schematic expectations. Musical expertise is also shown to benefit change detection, especially when the melodies conform to the conventions of Western tonal music. In a study examining learning over a period of increasing musical exposure, we used an information theoretic approach to capture how the statistical properties of music influence listeners' musical memory. This work highlights how patterns and predictability can facilitate musical learning over time. In further investigation of what underlies this learning process, a series of neural network studies revealed that a compressed representation arose in the internal structure of a computational network as tonal and stylistic information were learned over time. Population sparsity of the SRN's hidden layer strongly predicted the sophistication of the network's musical output as rated by human listeners. Electroencephalography (EEG) methods were utilized to investigate the neural correlates of musical learning and memory, and to further explore the notion of increasing efficiency over the time-course of learning. These experiments suggest that the listener's implicit internal model of musical expectation is gradually developed and made increasingly accurate with repeated exposure to initially unfamiliar music. Both the computational and EEG experiments illustrate how efficiency accompanies successful learning over time. These findings, as well as those from the change detection and information theory studies, provide evidence that schemata are formed as the probabilities of forthcoming music are gradually learned with increasing experience. Schematic expectations dynamically guide perception and influence memory, and generally allow for more efficient musical processing.
Advisors/Committee Members: Spivey, Michael James (committeeMember), Goldstein, Michael H. (committeeMember), Zevin, Jason (committeeMember), Pizarro, David A. (committeeMember).
Subjects/Keywords: musical learning and memory;
schematic processing;
change detection;
neural networks;
EEG;
efficiency
Record Details
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Record Details
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Agres, K. (2013). The Learning Trajectory Of Musical Memory: From Schematic Processing Of Novel Melodies To Robust Musical Memory Representations
. (Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/33890
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Agres, Kathleen. “The Learning Trajectory Of Musical Memory: From Schematic Processing Of Novel Melodies To Robust Musical Memory Representations
.” 2013. Thesis, Cornell University. Accessed July 15, 2019.
http://hdl.handle.net/1813/33890.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Agres, Kathleen. “The Learning Trajectory Of Musical Memory: From Schematic Processing Of Novel Melodies To Robust Musical Memory Representations
.” 2013. Web. 15 Jul 2019.
Vancouver:
Agres K. The Learning Trajectory Of Musical Memory: From Schematic Processing Of Novel Melodies To Robust Musical Memory Representations
. [Internet] [Thesis]. Cornell University; 2013. [cited 2019 Jul 15].
Available from: http://hdl.handle.net/1813/33890.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Agres K. The Learning Trajectory Of Musical Memory: From Schematic Processing Of Novel Melodies To Robust Musical Memory Representations
. [Thesis]. Cornell University; 2013. Available from: http://hdl.handle.net/1813/33890
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Cornell University
9.
Misyak, Jennifer.
Empirically Bridging Individual Differences Across Statistical Learning And Language
.
Degree: 2012, Cornell University
URL: http://hdl.handle.net/1813/31052
► Statistical learning-the process of extracting patterns from distributional properties of the input-has been proposed as a key mechanism for acquiring knowledge of the probabilistic dependencies…
(more)
▼ Statistical learning-the process of extracting patterns from distributional properties of the input-has been proposed as a key mechanism for acquiring knowledge of the probabilistic dependencies intrinsic to linguistic structure. While such a view would predict that greater sensitivity to statistical structure should lead to better language performance, this theoretical assumption has rarely been tested empirically. Accordingly, the work presented in this thesis is among the first to establish empirical links between statistical learning and language through the framework of studying individual differences. Contrary to assumptions that incidental learning abilities are invariant across individuals, the first smallscale individual-differences study reported systematic differences in statistical learning among normal adults, which were substantially correlated with broad cognitive measures, including language comprehension. In two subsequent studies, a novel experimental paradigm (the AGLSRT; Misyak, Christiansen, & Tomblin) was used to probe for within-subjects associations between individual differences in statistical learning and online sentence processing. The findings point to an overall positive relationship between individual differences in the statistical learning of adjacent or ii nonadjacent dependencies and learners' processing for corresponding types of structures occurring in natural language (such as for local and long-distance dependencies entailed by subject-object relatives and subject-verb agreement sentences). However, the complexity of the pattern of interrelations observed throughout the three studies also suggests that language and statistical learning may be related in more intricate, and sometimes counterintuitive, ways than traditionally supposed. Through discussion of theoretical implications, it is claimed that future efforts to empirically bridge together differences in statistical learning with variations in language should aid in elucidating further the broad perceptual-cognitive processes upon which statistical learning and language mechanisms may commonly supervene. iii
Advisors/Committee Members: Spivey, Michael James (committeeMember), Goldstein, Michael H. (committeeMember), Pizarro, David A. (committeeMember).
Subjects/Keywords: statistical learning;
language processing;
individual differences
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APA (6th Edition):
Misyak, J. (2012). Empirically Bridging Individual Differences Across Statistical Learning And Language
. (Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/31052
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Misyak, Jennifer. “Empirically Bridging Individual Differences Across Statistical Learning And Language
.” 2012. Thesis, Cornell University. Accessed July 15, 2019.
http://hdl.handle.net/1813/31052.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Misyak, Jennifer. “Empirically Bridging Individual Differences Across Statistical Learning And Language
.” 2012. Web. 15 Jul 2019.
Vancouver:
Misyak J. Empirically Bridging Individual Differences Across Statistical Learning And Language
. [Internet] [Thesis]. Cornell University; 2012. [cited 2019 Jul 15].
Available from: http://hdl.handle.net/1813/31052.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Misyak J. Empirically Bridging Individual Differences Across Statistical Learning And Language
. [Thesis]. Cornell University; 2012. Available from: http://hdl.handle.net/1813/31052
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Cornell University
10.
Baran, Nicole.
Proximate And Developmental Mechanisms Of Social Behavior In The Zebra Finch
.
Degree: 2015, Cornell University
URL: http://hdl.handle.net/1813/41143
► An integrative understanding of the evolution of complex social behavior requires a framework that links insights about the ecological and phylogenetic context of behavior, with…
(more)
▼ An integrative understanding of the evolution of complex social behavior requires a framework that links insights about the ecological and phylogenetic context of behavior, with the molecular, neural, and developmental mechanisms that produce it. In order to provide insight into the mechanisms underlying complex adaptive social behaviors, I examined the proximate and developmental factors that contribute to species-typical social behaviors in a well-studied song bird, the zebra finch (Taeniopygia guttata). Zebra finches demonstrate selective affiliation between juvenile offspring and parents which, like affiliation between pair partners, is characterized by proximity, vocal communication and contact behaviors. In addition, they exhibit vocal learning, in which juvenile males learn courtship song through socially-guided feedback from adult tutors. I demonstrate that proximate factors-including age, breeding experience, and the social group-influence pairing, reproductive success, and the flexible use of alternative reproductive strategies in the zebra finch. Additionally, I present the results of an experiment testing the hypothesis that the nonapeptide arginine vasotocin (AVT, avian homologue of vasopressin) and nonapeptide receptors play organizational roles in the development of speciestypical affiliative behavior, courtship, and vocal learning. Zebra finch hatchlings of both sexes received intracranial injections (posthatch days 2-8) of AVT, Manning Compound (MC, a V1a receptor antagonist) or a saline control. I assessed affiliative behaviors using a series of behavioral assays throughout development. I demonstrate that manipulations of the AVT system early in life alter affiliative interest in parents and opposite sex conspecifics during juvenile development as well as vocal learning in males. I also provide the first evidence that AVT and nonapeptide receptors play organizational roles in both the development of pair bonding in adulthood and the neural substrate underlying these behaviors in a bird. Thus, my research provides support for the idea that the nonapeptides, which modulate the activity of neural circuits across different social contexts, may provide an important mechanism underlying both the evolution and the development of diverse social phenotypes across vertebrate taxa.
Advisors/Committee Members: Goldstein,Michael H. (committeeMember), Reeve,Hudson Kern (committeeMember), Pizarro,David A. (committeeMember).
Subjects/Keywords: zebra finches;
nonapeptide;
social behavior
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Baran, N. (2015). Proximate And Developmental Mechanisms Of Social Behavior In The Zebra Finch
. (Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/41143
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Baran, Nicole. “Proximate And Developmental Mechanisms Of Social Behavior In The Zebra Finch
.” 2015. Thesis, Cornell University. Accessed July 15, 2019.
http://hdl.handle.net/1813/41143.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Baran, Nicole. “Proximate And Developmental Mechanisms Of Social Behavior In The Zebra Finch
.” 2015. Web. 15 Jul 2019.
Vancouver:
Baran N. Proximate And Developmental Mechanisms Of Social Behavior In The Zebra Finch
. [Internet] [Thesis]. Cornell University; 2015. [cited 2019 Jul 15].
Available from: http://hdl.handle.net/1813/41143.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Baran N. Proximate And Developmental Mechanisms Of Social Behavior In The Zebra Finch
. [Thesis]. Cornell University; 2015. Available from: http://hdl.handle.net/1813/41143
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Cornell University
11.
Davidai, Shai.
The Upward Mobility Bias: Asymmetric Predictions Of Ascent And Descent In Rankings
.
Degree: 2015, Cornell University
URL: http://hdl.handle.net/1813/41159
► People constantly rely on rankings and relative comparisons to make sense of the world. But how accurately do people understand relative rankings? In sixteen studies,…
(more)
▼ People constantly rely on rankings and relative comparisons to make sense of the world. But how accurately do people understand relative rankings? In sixteen studies, I document an upward mobility bias in predictions of ascent and descent in rankings. Although rankings are by definition zero-sum (one entity's rise necessitates another's decline), I find that people believe that a rise in rankings is more likely than a decline. In Studies 1 and 2, I find that people believe that a person born to a family in the bottom income quintile is more likely to rise in the social ladder (i.e., upward social mobility) than a person born to a family in the top income quintile is to drop (i.e., downward social mobility). In Studies 3-8, I show that this bias is not confined to economic social mobility, and that the belief that a rise in ranking is more likely than a decline is observed in various settings, including athletics, academia, and employment. I present evidence that this bias results from people's tendency to give considerable weight to a focal agent's intentions and motivation, but to give less weight to the intentions of competitors and other factors that would thwart the focal agent's improvement. Finally, in Studies 9-13, I demonstrate that the upward mobility bias is exhibited even in non-volitional domains (where intention, motivation, or effort play no role), and propose that, due to a mental association between a ranking's order and the direction of absolute change, people may exhibit the upward mobility bias even in the absence of motivation.
Advisors/Committee Members: Pizarro,David A. (committeeMember), Ferguson,Melissa J. (committeeMember), Field,David James (committeeMember).
Subjects/Keywords: heuristics and biases;
focalism;
social mobility
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Record Details
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Davidai, S. (2015). The Upward Mobility Bias: Asymmetric Predictions Of Ascent And Descent In Rankings
. (Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/41159
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Davidai, Shai. “The Upward Mobility Bias: Asymmetric Predictions Of Ascent And Descent In Rankings
.” 2015. Thesis, Cornell University. Accessed July 15, 2019.
http://hdl.handle.net/1813/41159.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Davidai, Shai. “The Upward Mobility Bias: Asymmetric Predictions Of Ascent And Descent In Rankings
.” 2015. Web. 15 Jul 2019.
Vancouver:
Davidai S. The Upward Mobility Bias: Asymmetric Predictions Of Ascent And Descent In Rankings
. [Internet] [Thesis]. Cornell University; 2015. [cited 2019 Jul 15].
Available from: http://hdl.handle.net/1813/41159.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Davidai S. The Upward Mobility Bias: Asymmetric Predictions Of Ascent And Descent In Rankings
. [Thesis]. Cornell University; 2015. Available from: http://hdl.handle.net/1813/41159
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Cornell University
12.
Candan Simsek, Ayse.
Through the Eyes of the Camera: Understanding Spatial Relations and Perspective Taking in Film
.
Degree: 2017, Cornell University
URL: http://hdl.handle.net/1813/56748
► The study of edited moving images has started to attract more interest among researchers in recent years due to their complex yet highly constructed nature,…
(more)
▼ The study of edited moving images has started to attract more interest among researchers in recent years due to their complex yet highly constructed nature, especially with respect to spatiotemporal continuity. Movies are unique visual stimuli that offer an enjoyable and seamless experience in the face of an objectively detached and segmented structure. Continuity editing rules are at the core of Hollywood cinema and those aim mainly at maintaining spatial continuity across shots. This dissertation provides further understanding to the perceptual mechanisms used to make accurate and fast integration of spatial information provided in separate movie shots into a coherent spatial representation. Those, in most cases, represent more than one agent’s viewpoint. In the scope of this dissertation, four main lines of experiments are carried out to examine how editing conventions affect viewers’ judgments for spatial relations, especially involving the position of actors in a movie scene. The results indicated that the employment of the 180-degree rule facilitates viewers’ judgments for actor positions in movie scenes and leads to faster decisions. In addition, establishing shots, which are wide-angle shots positioned at the beginning of scenes, have a complimentary but important role in keeping those relations current. Results also showed that congruent agent cues (gaze and body direction) lead to more accurate and faster judgments with respect to an upcoming position of an agent and viewers put more emphasis on body direction. Overall, the discussed experiments support the view that continuity editing rules in movies make use of people’s perceptual tendencies. The strategic usage of camera angles offers better and faster solutions to complex visual information. These rules facilitate spatial transformations across shots and alleviate cognitive resources dedicated to maintaining a coherent spatial map, which is otherwise effortful. Therefore, the viewer can allocate the much-needed resources to follow the narrative more efficiently.
Advisors/Committee Members: Pizarro, David A. (committeeMember), Finlay, Barbara L. (committeeMember), Field, David James (committeeMember).
Subjects/Keywords: Psychology;
Cognitive psychology;
continuity editing;
film perception;
Hollywood Film;
perspective taking;
spatial perception;
visual perception;
Experimental psychology
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Record Details
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Candan Simsek, A. (2017). Through the Eyes of the Camera: Understanding Spatial Relations and Perspective Taking in Film
. (Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/56748
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Candan Simsek, Ayse. “Through the Eyes of the Camera: Understanding Spatial Relations and Perspective Taking in Film
.” 2017. Thesis, Cornell University. Accessed July 15, 2019.
http://hdl.handle.net/1813/56748.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Candan Simsek, Ayse. “Through the Eyes of the Camera: Understanding Spatial Relations and Perspective Taking in Film
.” 2017. Web. 15 Jul 2019.
Vancouver:
Candan Simsek A. Through the Eyes of the Camera: Understanding Spatial Relations and Perspective Taking in Film
. [Internet] [Thesis]. Cornell University; 2017. [cited 2019 Jul 15].
Available from: http://hdl.handle.net/1813/56748.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Candan Simsek A. Through the Eyes of the Camera: Understanding Spatial Relations and Perspective Taking in Film
. [Thesis]. Cornell University; 2017. Available from: http://hdl.handle.net/1813/56748
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Cornell University
13.
Castelli, Frank Robert.
ASPECTS OF OLFACTORY COMMUNICATION IN THE DWARF HAMSTER (PHODOPUS SUNGORUS) AND THE NAKED MOLE-RAT (HETEROCEPHALUS GLABER)
.
Degree: 2017, Cornell University
URL: http://hdl.handle.net/1813/59026
► Olfactory communication is an understudied phenomenon, likely due to human bias against this modality of communication. I expanded our knowledge of olfactory communication by testing…
(more)
▼ Olfactory communication is an understudied phenomenon, likely due to human bias against this modality of communication. I expanded our knowledge of olfactory communication by testing the following hypotheses: self-grooming is a form of olfactory communication in the dwarf hamster Phodopus sungorus; naked mole-rats (Heterocephalus glaber) are capable of social-dominance-based discrimination of odor; and rolling behaviors of naked mole-rats function as a form of scent-marking.
Self-grooming is ubiquitous among mammals, yet our knowledge of the functions of this behavior beyond cleaning the body surface is limited. Dwarf hamsters were exposed to cotton nesting material scented by same-sex and opposite-sex conspecifics, as well as an unscented control. As predicted, subjects self-groomed more in response to conspecific odor than unscented controls, an important first step in demonstrating communication. Furthermore, self-grooming in response to opposite-sex odor was higher than same-sex odor and unscented controls, which did not differ from each other, suggesting that its communicative function is to attract a mate.
Naked mole-rats live in underground eusocial colonies in which social dominance plays important roles in their reproductive division of labor, cooperation, mate choice, and access to food. Three colonies were tested using a T-choice apparatus in which each stimulus arm contained the whole-body odor of one of two fellow colony members that differed in dominance rank. Subjects were tested with several pairs of stimulus odor donors that varied in dominance status, sex, breeding status, and body weight, and subjects were analyzed separately according to sex, breeding status, absolute dominance rank, and relative dominance rank. The overall results were consistent: naked mole-rats mostly preferred to enter the arm containing dominant odor.
Naked mole-rats perform rolling behaviors in which an individual’s dorsum contacts the floor, and these behaviors may function in scent-marking. A plastic tube in each of three test colony tunnel systems was replaced on alternating days with a clean tube, to stimulate scent-marking, or a “dirty” tube that had been part of the colony tunnel system for 24 h prior. For both sexes, rolling behaviors were more frequent in the clean than the dirty stimulus tube condition within 2.75 h of tube replacement.
Advisors/Committee Members: Sherman, Paul Willard (committeeMember), Pizarro, David A. (committeeMember), Raguso, Robert A. (committeeMember).
Subjects/Keywords: self-grooming;
social dominance;
Zoology;
Biology;
dwarf hamsters;
naked mole-rats;
olfactory communication;
scent-marking
Record Details
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Share »
Record Details
Similar Records
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Castelli, F. R. (2017). ASPECTS OF OLFACTORY COMMUNICATION IN THE DWARF HAMSTER (PHODOPUS SUNGORUS) AND THE NAKED MOLE-RAT (HETEROCEPHALUS GLABER)
. (Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/59026
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Castelli, Frank Robert. “ASPECTS OF OLFACTORY COMMUNICATION IN THE DWARF HAMSTER (PHODOPUS SUNGORUS) AND THE NAKED MOLE-RAT (HETEROCEPHALUS GLABER)
.” 2017. Thesis, Cornell University. Accessed July 15, 2019.
http://hdl.handle.net/1813/59026.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Castelli, Frank Robert. “ASPECTS OF OLFACTORY COMMUNICATION IN THE DWARF HAMSTER (PHODOPUS SUNGORUS) AND THE NAKED MOLE-RAT (HETEROCEPHALUS GLABER)
.” 2017. Web. 15 Jul 2019.
Vancouver:
Castelli FR. ASPECTS OF OLFACTORY COMMUNICATION IN THE DWARF HAMSTER (PHODOPUS SUNGORUS) AND THE NAKED MOLE-RAT (HETEROCEPHALUS GLABER)
. [Internet] [Thesis]. Cornell University; 2017. [cited 2019 Jul 15].
Available from: http://hdl.handle.net/1813/59026.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Castelli FR. ASPECTS OF OLFACTORY COMMUNICATION IN THE DWARF HAMSTER (PHODOPUS SUNGORUS) AND THE NAKED MOLE-RAT (HETEROCEPHALUS GLABER)
. [Thesis]. Cornell University; 2017. Available from: http://hdl.handle.net/1813/59026
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
. 
Open Access Theses and Dissertations