You searched for +publisher:"University of Houston" +contributor:("Hernandez, Arturo E.").
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University of Houston
1.
Cannon, Grace E.
Effects of Task-Level Language Input on Bilingual Cognitive Advantage.
Degree: MA, Psychology, Developmental, 2015, University of Houston
URL: http://hdl.handle.net/10657/5474 
► Bilingualism—through learning and speaking two languages—has been considered to contribute to the development of enhanced cognitive control, including attention, inhibition, and switching. Theories, experimental work,…
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▼ Bilingualism—through learning and speaking two languages—has been considered to contribute to the development of enhanced cognitive control, including attention, inhibition, and switching. Theories, experimental work, and models suggest that both languages are always activated, and that creates a greater need for conflict processing, yet exactly how this cognitive demand is tightly coupled with one’s language processing is not fully understood. The current study aims to establish a cohesive view of cognitive control in bilingual and monolingual individuals at a crucial stage in cognitive development during early childhood. By altering the degree of lexical access required during the card sorting paradigm requiring rule-switching, the study attempts to address prior gaps in knowledge of the relationship between bilingualism and the mechanisms of language and cognitive control. Results suggest that bilingual advantages were prominent only when pictures were novel, where no activation of a corresponding label is expected. In contrast, monolinguals showed an advantage when pictures were familiar and sorted semantically, where activation of the corresponding lexical concept is expected. Children also demonstrated the best performance overall on the semantic task with only visual input, whereas they showed the largest switch costs on the semantic condition with both visual and spoken input. Here, we demonstrate that bilingual advantages are not demonstrated on language-based tasks regardless of spoken labels, but a bilingual disadvantage occurs on a visual semantic task with high demands for lexical access. Findings suggest that the bilingual advantage is heavily dependent on lexical access demands.
Advisors/Committee Members: Yoshida, Hanako (advisor), Hernandez, Arturo E. (committee member), Cirino, Paul T. (committee member).
Subjects/Keywords: Bilingualism; Cognitive control; Lexical access; Lexicons
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APA (6th Edition):
Cannon, G. E. (2015). Effects of Task-Level Language Input on Bilingual Cognitive Advantage. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/5474
Chicago Manual of Style (16th Edition):
Cannon, Grace E. “Effects of Task-Level Language Input on Bilingual Cognitive Advantage.” 2015. Masters Thesis, University of Houston. Accessed March 03, 2021.
http://hdl.handle.net/10657/5474.
MLA Handbook (7th Edition):
Cannon, Grace E. “Effects of Task-Level Language Input on Bilingual Cognitive Advantage.” 2015. Web. 03 Mar 2021.
Vancouver:
Cannon GE. Effects of Task-Level Language Input on Bilingual Cognitive Advantage. [Internet] [Masters thesis]. University of Houston; 2015. [cited 2021 Mar 03].
Available from: http://hdl.handle.net/10657/5474.
Council of Science Editors:
Cannon GE. Effects of Task-Level Language Input on Bilingual Cognitive Advantage. [Masters Thesis]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/5474
University of Houston
2.
Bradley, Kailyn A. L.
NEURAL CORRELATES OF IMAGERY-BASED FOREIGN WORD LEARNING.
Degree: MA, Psychology, 2012, University of Houston
URL: http://hdl.handle.net/10657/1179
► The purpose of this study was to investigate whether an interactive imagery-based learning paradigm would facilitate foreign word learning more than picture imagery. Functional magnetic…
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▼ The purpose of this study was to investigate whether an interactive imagery-based learning paradigm would facilitate foreign word learning more than picture imagery. Functional magnetic resonance imaging (fMRI) was used to examine the cognitive constructs underlying these pedagogies. Additionally, native language proficiency and imaging ability were evaluated as predictors of successful vocabulary learning. English monolinguals were trained on novel German vocabulary using two different imagery-based learning techniques for four consecutive days. Picture imagery training required participants to visualize the picture of an object presented with a novel word, whereas interactive imagery training required visualization of a first-person interaction with the object. After training, fMRI was used to assess the neural correlates of training during an auditory recognition task. Two weeks post-scan, vocabulary retention was assessed. Behavioral results revealed a training order effect in which undergoing picture imagery training first provided scaffolding that increased accuracy in interactive imagery training only during the first session. Additionally, English proficiency but not imaging ability predicted high vocabulary test scores. Moreover, imaging results revealed distinct neural patterns related to the different learning techniques. Words learned through picture imagery strongly activated basic visual processing regions, whereas activity for words learned through interactive imagery was greatly reduced and present in motor resonance and cognitive control regions. Taken together, these findings support the conclusion that it is initially more difficult for adults to adapt to using interactive imagery to learn vocabulary and that individual differences may predict successful learning in addition to training method.
Advisors/Committee Members: Hernandez, Arturo E. (advisor), Hiscock, Merrill (committee member), Yoshida, Hanako (committee member).
Subjects/Keywords: Word learning; Functional magnetic resonance imaging (fMRI); Imagery
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APA (6th Edition):
Bradley, K. A. L. (2012). NEURAL CORRELATES OF IMAGERY-BASED FOREIGN WORD LEARNING. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1179
Chicago Manual of Style (16th Edition):
Bradley, Kailyn A L. “NEURAL CORRELATES OF IMAGERY-BASED FOREIGN WORD LEARNING.” 2012. Masters Thesis, University of Houston. Accessed March 03, 2021.
http://hdl.handle.net/10657/1179.
MLA Handbook (7th Edition):
Bradley, Kailyn A L. “NEURAL CORRELATES OF IMAGERY-BASED FOREIGN WORD LEARNING.” 2012. Web. 03 Mar 2021.
Vancouver:
Bradley KAL. NEURAL CORRELATES OF IMAGERY-BASED FOREIGN WORD LEARNING. [Internet] [Masters thesis]. University of Houston; 2012. [cited 2021 Mar 03].
Available from: http://hdl.handle.net/10657/1179.
Council of Science Editors:
Bradley KAL. NEURAL CORRELATES OF IMAGERY-BASED FOREIGN WORD LEARNING. [Masters Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/1179
University of Houston
3.
-0595-8213.
Semantic Priming with Art.
Degree: MA, Psychology, Developmental, 2015, University of Houston
URL: http://hdl.handle.net/10657/1701
► The purpose of this study is to understand the effect of viewing art on cognitive processes. This thesis uses a well-established priming paradigm to examine…
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▼ The purpose of this study is to understand the effect of viewing art on cognitive processes. This thesis uses a well-established priming paradigm to examine how people respond to styles of art with varying degrees of unexpectedness (realism, surrealism, and abstraction). Sixty-one participants completed the priming task. The results replicated the classic priming effect for the realistic images in which participants responded faster to related pairs of images than unrelated pairs of images. When presented with surreal paintings the reaction time slowed, suggesting that viewing paintings that are unexpected yet meaningful (and perhaps by extension creative) slows down cognitive processes. Completely non-representational art remains a mystery as the responses to abstract art were not significantly different from the realistic related paintings. Future studies should recruit participants with more artistic training to determine if there may be individual differences related to experience with art that influence the response to non-representational art.
Advisors/Committee Members: Hernandez, Arturo E. (advisor), Yoshida, Hanako (committee member), Leasure, J. Leigh (committee member).
Subjects/Keywords: Visual arts; Creativity; Efficiency; Prediction coding; Priming
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APA (6th Edition):
-0595-8213. (2015). Semantic Priming with Art. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1701
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Chicago Manual of Style (16th Edition):
-0595-8213. “Semantic Priming with Art.” 2015. Masters Thesis, University of Houston. Accessed March 03, 2021.
http://hdl.handle.net/10657/1701.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
MLA Handbook (7th Edition):
-0595-8213. “Semantic Priming with Art.” 2015. Web. 03 Mar 2021.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Vancouver:
-0595-8213. Semantic Priming with Art. [Internet] [Masters thesis]. University of Houston; 2015. [cited 2021 Mar 03].
Available from: http://hdl.handle.net/10657/1701.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Council of Science Editors:
-0595-8213. Semantic Priming with Art. [Masters Thesis]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/1701
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
University of Houston
4.
Wagner, Victoria E. 1987-.
Changes in Activation During Production of Syllables from a Second Language.
Degree: MA, Psychology, 2013, University of Houston
URL: http://hdl.handle.net/10657/1820
► The current study sought to understand brain plasticity in adults associated with acquiring novel speech sounds. The Speech Learning Model suggests that the perception and…
(more)
▼ The current study sought to understand brain plasticity in adults associated with acquiring novel speech sounds. The Speech Learning Model suggests that the perception and the perceived similarity between L1 and L2 sounds will affect the acquisition of these L2 sounds (Flege, 1995). Productions of vowels from L2 that were perceived as being from an L1 category were less fully acquired by participants compared L2 vowels that were not perceived as part of an L1 category (Flege, 1987). The current study asked English monolinguals to undergo a covert repetition training session for native and novel bi-syllabic non-words of varying perceived familiarity while undergoing fMRI. The fMRI training was preceded and followed by overt production sessions of the native and novel sounds that were recorded. Participants’ recordings were rated for accuracy. Behavioral results showed improvement for novel sounds after the short training session with significant improvement for less familiar sounds as predicted by the Speech Learning Model. fMRI results were analyzed using region of interest analyses which showed an interaction between time and familiarity of the novel sounds with less familiar sounds eliciting greater activation in the left superior cerebellum and right caudate (p<.05 FWE) for the final training phase. The results support recent speech production studies that showed activation of the cerebellum and caudate play a role in the production of more complex or novel stimuli. The behavioral and fMRI results combine to suggest that the familiarity of novel sounds affects the areas of brain activation recruited across training supporting the Speech Learning Model.
Advisors/Committee Members: Hernandez, Arturo E. (advisor), Foss, Donald J. (committee member), Bunta, Ferenc (committee member).
Subjects/Keywords: Language learning; Speech Production
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APA (6th Edition):
Wagner, V. E. 1. (2013). Changes in Activation During Production of Syllables from a Second Language. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1820
Chicago Manual of Style (16th Edition):
Wagner, Victoria E 1987-. “Changes in Activation During Production of Syllables from a Second Language.” 2013. Masters Thesis, University of Houston. Accessed March 03, 2021.
http://hdl.handle.net/10657/1820.
MLA Handbook (7th Edition):
Wagner, Victoria E 1987-. “Changes in Activation During Production of Syllables from a Second Language.” 2013. Web. 03 Mar 2021.
Vancouver:
Wagner VE1. Changes in Activation During Production of Syllables from a Second Language. [Internet] [Masters thesis]. University of Houston; 2013. [cited 2021 Mar 03].
Available from: http://hdl.handle.net/10657/1820.
Council of Science Editors:
Wagner VE1. Changes in Activation During Production of Syllables from a Second Language. [Masters Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/1820
University of Houston
5.
-1579-4873.
Non-Target Emotional Stimuli Must Be Highly Conspicuous in Order to Break through the Attentional Blink.
Degree: MA, Psychology, 2019, University of Houston
URL: http://hdl.handle.net/10657/5660
► In the attentional blink (AB), the second of two targets (T2) separated by a short lag in a rapid serial visual presentation (RSVP) stream is…
(more)
▼ In the attentional blink (AB), the second of two targets (T2) separated by a short lag in a rapid serial visual presentation (RSVP) stream is difficult to report. The AB is typically thought of as a top-down effect because it is triggered when the first target (T1) matches a search template. However, the AB is modulated when either target has emotional valence, and an AB-like effect can be triggered when a task-irrelevant but valenced critical distractor item (CDI) replaces T1. Neither target nor CDI valence manipulations fully captures the interplay between bottom-up and top-down attention in the AB. The valenced-target approach intrinsically conflates top-down and bottom-up attention. The CDI approach does not manipulate final-target valence, which is critical because such a manipulation can cause a target to “break through” the AB (in the target-manipulation approach). The novel approach of the present research resolves this methodological challenge by indirectly measuring whether a purely bottom-up CDI can break through the AB. This is accomplished by adding a valenced CDI to the “classic,” two-target AB. Participants viewed RSVP streams containing a T1-CDI pair followed by a variable lag and then T2. If the CDI’s emotional valence is sufficient to break through the AB, T2 performance should be modulated by CDI valence, yielding an indirect signal of bottom-up capture by emotional stimuli. Results demonstrated that CDI valence only affects the AB when CDIs are also extremely visually conspicuous. Thus, emotional valence alone is insufficient to break through the AB.
Advisors/Committee Members: Tamber-Rosenau, Benjamin J. (advisor), Hernandez, Arturo E. (committee member), Bick, Johanna R. (committee member).
Subjects/Keywords: Attentional blink; Emotional stimuli; Emotional capture
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APA (6th Edition):
-1579-4873. (2019). Non-Target Emotional Stimuli Must Be Highly Conspicuous in Order to Break through the Attentional Blink. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/5660
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Chicago Manual of Style (16th Edition):
-1579-4873. “Non-Target Emotional Stimuli Must Be Highly Conspicuous in Order to Break through the Attentional Blink.” 2019. Masters Thesis, University of Houston. Accessed March 03, 2021.
http://hdl.handle.net/10657/5660.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
MLA Handbook (7th Edition):
-1579-4873. “Non-Target Emotional Stimuli Must Be Highly Conspicuous in Order to Break through the Attentional Blink.” 2019. Web. 03 Mar 2021.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Vancouver:
-1579-4873. Non-Target Emotional Stimuli Must Be Highly Conspicuous in Order to Break through the Attentional Blink. [Internet] [Masters thesis]. University of Houston; 2019. [cited 2021 Mar 03].
Available from: http://hdl.handle.net/10657/5660.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Council of Science Editors:
-1579-4873. Non-Target Emotional Stimuli Must Be Highly Conspicuous in Order to Break through the Attentional Blink. [Masters Thesis]. University of Houston; 2019. Available from: http://hdl.handle.net/10657/5660
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
University of Houston
6.
Procter, Amanda L. 1989-.
The Voice Onset Time Productions in Monolingual and Bilingual Children with Cochlear Implants.
Degree: MA, Communication Disorders, 2013, University of Houston
URL: http://hdl.handle.net/10657/3297
► The voice onset time (VOT) values of word-initial, singleton, stressed voiced and voiceless stop consonants were compared in the productions of monolingual English speaking and…
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▼ The voice onset time (VOT) values of word-initial, singleton, stressed voiced and voiceless stop consonants were compared in the productions of monolingual English speaking and bilingual Spanish-English speaking children with cochlear implants. The study also compared the stop VOT values of the Spanish and English productions in the bilingual children with cochlear implants. Target word samples were elicited using line drawings from sixteen prelingually deaf children with cochlear implants with an age range of 4;6 to 10;11 with length of cochlear implant use ranging from 2;7 to 8;4. The participants were separated into two groups: eight monolingual English children and eight bilingual Spanish-English children.
A main effect for voicing and place of articulation was found between the monolingual English and bilingual participants’ English productions. A significant two way interaction between language and voicing was found in the comparison of the bilingual participants’ English and Spanish VOT values. Furthermore, possible evidence of deceleration was found in the significantly shorter VOT values of /p/ in the bilingual speakers speaking English compared to their monolingual peers, which could be attributed to the monolingual English participants’ seemingly long values of /p/. Evidence to support a variation of the acceleration hypothesis was found in the similar English values of /g/, /t/, and /k/ between the monolingual and bilingual participants with significant contrast to the bilingual participants’ Spanish productions. The bilingual participants’ English /b/ and /d/ productions were similar to their monolingual peers, with no significant contrast between their English and Spanish productions. This could be due to the transfer of the rules of English to their Spanish productions of those phonemes.
Advisors/Committee Members: Bunta, Ferenc (advisor), McHenry, Monica (committee member), Hernandez, Arturo E. (committee member).
Subjects/Keywords: Children; Voice onset time (VOT); Bilingual; Bilingualism; Monolingualism; Phonology; Cochlear implants; Spanish language; English
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APA (6th Edition):
Procter, A. L. 1. (2013). The Voice Onset Time Productions in Monolingual and Bilingual Children with Cochlear Implants. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3297
Chicago Manual of Style (16th Edition):
Procter, Amanda L 1989-. “The Voice Onset Time Productions in Monolingual and Bilingual Children with Cochlear Implants.” 2013. Masters Thesis, University of Houston. Accessed March 03, 2021.
http://hdl.handle.net/10657/3297.
MLA Handbook (7th Edition):
Procter, Amanda L 1989-. “The Voice Onset Time Productions in Monolingual and Bilingual Children with Cochlear Implants.” 2013. Web. 03 Mar 2021.
Vancouver:
Procter AL1. The Voice Onset Time Productions in Monolingual and Bilingual Children with Cochlear Implants. [Internet] [Masters thesis]. University of Houston; 2013. [cited 2021 Mar 03].
Available from: http://hdl.handle.net/10657/3297.
Council of Science Editors:
Procter AL1. The Voice Onset Time Productions in Monolingual and Bilingual Children with Cochlear Implants. [Masters Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/3297
University of Houston
7.
Munson, Brandin A.
DIFFERENCES IN FOREIGN VOCABULARY LEARNING OUTCOMES BETWEEN VIRTUAL ENVIRONMENT IMMERSION-BASED, TEXT-BASED, AND PICTURE-BASED LEARNING.
Degree: MA, Psychology, 2016, University of Houston
URL: http://hdl.handle.net/10657/1730
► The main focus of the present study was to compare foreign vocabulary learning outcomes between immersion-based, text-based, and picture-based training within a virtual environment. Researchers…
(more)
▼ The main focus of the present study was to compare foreign vocabulary learning outcomes between immersion-based, text-based, and picture-based training within a virtual environment. Researchers have yet to quantitatively compare outcomes of foreign vocabulary learning between students who use virtual environments as immersive tools and more traditional text-based and picture-based training methods. The present study explored differences across time between groups assigned to one of these training methods on quizzes testing generalization of foreign vocabulary to real-world pictures. A 3D virtual foreign vocabulary learning environment created by ESLI, a language learning company, was utilized. All three groups learned material within the game in order to minimize computer-based group differences, but only the immersion group was able to explore the world and see the physical objects, while the other two were limited to learning Spanish phonology from either 1) English text translations or 2) picture presentations, both within a classroom area. Each group completed all 3 sections of material on 4 separate occasions, and took quizzes on vocabulary knowledge and generalization after every section. Analyses were conducted on a final sample of 32 participants. T-tests revealed no differences between individual times, and immersion-based learning to have lower overall accuracy than either text-based or picture-based learning, with no significant differences between text-based or picture based learning. A 3x4 mixed-measures ANCOVA was conducted, comparing participants of different foreign vocabulary learning methods (either immersion, text, or picture) on quiz accuracy over a time period of 4 learning and testing sessions, while controlling for prior foreign (Spanish) vocabulary knowledge. While Spanish vocabulary and time each significantly predicted accuracy (p’s < 0.05), neither the main effect of condition nor the interaction of condition and time significantly predicted accuracy (p’s > 0.1). Implications and potential future directions are explored.
Advisors/Committee Members: Hernandez, Arturo E. (advisor), Cirino, Paul T. (committee member), Foss, Donald J. (committee member).
Subjects/Keywords: Foreign language learning; Vocabulary development; Virtual environment; Sensorimotor; Sensory neuroscience; Spanish language
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APA (6th Edition):
Munson, B. A. (2016). DIFFERENCES IN FOREIGN VOCABULARY LEARNING OUTCOMES BETWEEN VIRTUAL ENVIRONMENT IMMERSION-BASED, TEXT-BASED, AND PICTURE-BASED LEARNING. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1730
Chicago Manual of Style (16th Edition):
Munson, Brandin A. “DIFFERENCES IN FOREIGN VOCABULARY LEARNING OUTCOMES BETWEEN VIRTUAL ENVIRONMENT IMMERSION-BASED, TEXT-BASED, AND PICTURE-BASED LEARNING.” 2016. Masters Thesis, University of Houston. Accessed March 03, 2021.
http://hdl.handle.net/10657/1730.
MLA Handbook (7th Edition):
Munson, Brandin A. “DIFFERENCES IN FOREIGN VOCABULARY LEARNING OUTCOMES BETWEEN VIRTUAL ENVIRONMENT IMMERSION-BASED, TEXT-BASED, AND PICTURE-BASED LEARNING.” 2016. Web. 03 Mar 2021.
Vancouver:
Munson BA. DIFFERENCES IN FOREIGN VOCABULARY LEARNING OUTCOMES BETWEEN VIRTUAL ENVIRONMENT IMMERSION-BASED, TEXT-BASED, AND PICTURE-BASED LEARNING. [Internet] [Masters thesis]. University of Houston; 2016. [cited 2021 Mar 03].
Available from: http://hdl.handle.net/10657/1730.
Council of Science Editors:
Munson BA. DIFFERENCES IN FOREIGN VOCABULARY LEARNING OUTCOMES BETWEEN VIRTUAL ENVIRONMENT IMMERSION-BASED, TEXT-BASED, AND PICTURE-BASED LEARNING. [Masters Thesis]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/1730
University of Houston
8.
Maynard, Mark E.
Can Exercise Reverse Binge Alcohol-Induced Brain Damage?.
Degree: MA, Developmental Cognitive Neuroscience, 2013, University of Houston
URL: http://hdl.handle.net/10657/3296
► Binge pattern drinking is characterized by excessive alcohol intake, combined with multiple periods of intoxication and withdrawal. This excessive consumption produces gray and white matter…
(more)
▼ Binge pattern drinking is characterized by excessive alcohol intake, combined with multiple periods of intoxication and withdrawal. This excessive consumption produces gray and white matter cell loss and cognitive impairments, leading to a cycle of further alcohol consumption. Animal models implicate the hippocampus, important for learning and memory, as being particularly sensitive to alcohol induced-neurodegeneration. Furthermore, binge alcohol has been shown to induce cell death and inhibit adult neurogenesis. Voluntary running-wheel exercise has been shown to increase hippocampal neurogenesis and promote overall brain health. The current study investigates the effects of repeated binge alcohol exposure and the potential of voluntary exercise to aid in recovery during abstinence. Female Long Evans rats were exposed to 1 or 2 four-day binge alcohol exposures before exercising voluntarily for four weeks. Rats were sacrificed 35 days after their last dose of alcohol and examined for histological markers of neurogenesis (doublecortin (DCX+)) and cell survival, (number of remaining granule cells) in the dentate gyrus. Binge exposure resulted in a decrease in granule cells, an effect that was reversed by exercise. A single binge had no effect on DCX+ cells; however, a second binge significantly reduced the number of DCX+ cells. Exercise increased the number of DCX+ cells in controls, however there was no increase in single binge animals demonstrating a binge induced suppression of the neurogenic effect of exercise. We conclude that while exercise can restore binge alcohol induced loss of granule cells, repeated binge alcohol exposure decreases neuronal differentiation in the hippocampus after 5 weeks of abstinence. Exercise, which promotes neurogenesis in the alcohol-naïve brain, may have limited ability to do so in the binge-exposed brain.
Advisors/Committee Members: Leasure, J. Leigh (advisor), Hernandez, Arturo E. (committee member), Yoshida, Hanako (committee member).
Subjects/Keywords: Binge drinking; Alcohol; Exercise; Voluntary Exercise; DCX; Hippocampus
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APA (6th Edition):
Maynard, M. E. (2013). Can Exercise Reverse Binge Alcohol-Induced Brain Damage?. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3296
Chicago Manual of Style (16th Edition):
Maynard, Mark E. “Can Exercise Reverse Binge Alcohol-Induced Brain Damage?.” 2013. Masters Thesis, University of Houston. Accessed March 03, 2021.
http://hdl.handle.net/10657/3296.
MLA Handbook (7th Edition):
Maynard, Mark E. “Can Exercise Reverse Binge Alcohol-Induced Brain Damage?.” 2013. Web. 03 Mar 2021.
Vancouver:
Maynard ME. Can Exercise Reverse Binge Alcohol-Induced Brain Damage?. [Internet] [Masters thesis]. University of Houston; 2013. [cited 2021 Mar 03].
Available from: http://hdl.handle.net/10657/3296.
Council of Science Editors:
Maynard ME. Can Exercise Reverse Binge Alcohol-Induced Brain Damage?. [Masters Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/3296
University of Houston
9.
Barton, Emily Avalon.
Computational Image Analysis of Glial Morphology Following Binge-induced Damage and Exercise-driven Recovery.
Degree: MA, Psychology, 2014, University of Houston
URL: http://hdl.handle.net/10657/1469
► Neuronal health is dependent upon proper functioning of glial cells. When this support system fails, neurons cannot function properly. Therefore, a more complete understanding of…
(more)
▼ Neuronal health is dependent upon proper functioning of glial cells. When this support system fails, neurons cannot function properly. Therefore, a more complete understanding of the role of glia in brain health and pathology is vital. Exercise augments the supportive capabilities of glia, which may account for the overall beneficial effect of exercise on brain health. Conversely, binge drinking damages vulnerable corticolimbic structures and causes cognitive impairments. In the present study, we used computational image analysis to examine the effects of binge alcohol consumption and exercise on the glia in the medial prefrontal cortex (mPFC). Twenty-four female Long Evans rats were exposed to a four-day binge before exercising voluntarily for four weeks. Rats were sacrificed 35 days after their last dose of alcohol. The tissue was stained for microglia (Iba1), neurons (NeuN), astrocytes (GFAP) and cell nuclei (DAPI). Fluorescent confocal microscope images were analyzed using FARSIGHT, a computational image analysis toolkit. We found that exercise increased the number of microglia and the amount of GFAP signal surrounding microglia. However, exercise following binge exposure resulted in a reduced number of microglia and stopped the increase of GFAP surrounding microglia. Additionally, the microglia arbors in binged animals did not fan out in all directions, but instead stayed closer together and extended out further; suggesting binge exposure caused a lasting change in microglia reactivity. Together, our results demonstrate enduring changes of binge alcohol consumption in the frontal cortex 35 days after a single binge episode. Furthermore, previous binge exposure appears to reduce the available plastic response of microglia and astrocytes.
Advisors/Committee Members: Leasure, J. Leigh (advisor), Hernandez, Arturo E. (committee member), Roysam, Badrinath (committee member).
Subjects/Keywords: Glia; Medial prefrontal cortex; Exercise; Binge drinking; Computational image analysis; Microglia; Astrocytes
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APA (6th Edition):
Barton, E. A. (2014). Computational Image Analysis of Glial Morphology Following Binge-induced Damage and Exercise-driven Recovery. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1469
Chicago Manual of Style (16th Edition):
Barton, Emily Avalon. “Computational Image Analysis of Glial Morphology Following Binge-induced Damage and Exercise-driven Recovery.” 2014. Masters Thesis, University of Houston. Accessed March 03, 2021.
http://hdl.handle.net/10657/1469.
MLA Handbook (7th Edition):
Barton, Emily Avalon. “Computational Image Analysis of Glial Morphology Following Binge-induced Damage and Exercise-driven Recovery.” 2014. Web. 03 Mar 2021.
Vancouver:
Barton EA. Computational Image Analysis of Glial Morphology Following Binge-induced Damage and Exercise-driven Recovery. [Internet] [Masters thesis]. University of Houston; 2014. [cited 2021 Mar 03].
Available from: http://hdl.handle.net/10657/1469.
Council of Science Editors:
Barton EA. Computational Image Analysis of Glial Morphology Following Binge-induced Damage and Exercise-driven Recovery. [Masters Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1469
University of Houston
10.
Ramos Nuñez, Aurora I.
INVESTIGATING THE NEURAL CORRELATES OF LANGUAGE SWITCHING IN SPANISH ENGLISH BILINGUALS EMPLOYING EFFECTIVE CONNECTIVITY ANALYSES.
Degree: MA, Psychology, 2013, University of Houston
URL: http://hdl.handle.net/10657/1241
► Bilingualism requires individuals to manage their two languages in order to communicate with others. They may voluntarily or involuntarily switch back and forth between their…
(more)
▼ Bilingualism requires individuals to manage their two languages in order to communicate with others. They may voluntarily or involuntarily switch back and forth between their two languages. While voluntarily switching between two languages may appear effortless, it requires a tremendous amount of cognitive effort. Previous imaging and language impairment research has shown evidence of a cognitive control mechanism needed for switching between two languages that involves areas such as prefrontal cortex, inferior parietal cortex, anterior cingulate cortex and basal ganglia. This mechanism has been identified as being involved in executive function processes (
e.g. working memory, conflict monitoring, set switching and language selection). While previous imaging studies have identified brain areas showing increased activation during language switching tasks, they do not discuss how these areas interact with each other in the healthy bilingual brain. The purpose of this study was to investigate whether or not brain regions involved in the cognitive control processes needed in bilingualism exert influence on each other and how different conditions modulate such connections. Twenty healthy right-handed Spanish-English bilinguals (13 women) between the ages of 18 and 32 participated in an fMRI experiment. Participants overtly named objects in three conditions: Spanish only, English only and mixed (alternating between Spanish and English) in a picture-naming task while inside the scanner. Three cognitive control regions (
e.g. prefrontal, parietal, and caudate) and an object recognition region (
e.g. fusiform gyrus) were chosen to be included in Dynamic Causal Modeling (DCM) analyses. Three models were created to examine differential modulatory effects of the conditions on the interactions between cognitive control and object recognition regions. Bayesian Model Selection using DCM revealed that the English and Spanish conditions modulated the interactions between the cognitive control and object recognition regions more so than the mixed condition. These results indicated that the three conditions had a differential modulatory effect on brain connections, suggesting that the cognitive control network required for naming is more strongly connected during naming solely in English or Spanish than during naming in the language-switching mixed condition. Is possible that these bilinguals are not used to switching back and forth between their two languages. These findings carry implications for both the bilingual literature in general and the bilingual aphasia literature.
Advisors/Committee Members: Hernandez, Arturo E. (advisor), Hiscock, Merrill (committee member), Yoshida, Hanako (committee member).
Subjects/Keywords: Bilingualism; Cognitive control; Dynamic Causal Modeling; Bayesian Model Selection; Language switching
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APA (6th Edition):
Ramos Nuñez, A. I. (2013). INVESTIGATING THE NEURAL CORRELATES OF LANGUAGE SWITCHING IN SPANISH ENGLISH BILINGUALS EMPLOYING EFFECTIVE CONNECTIVITY ANALYSES. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1241
Chicago Manual of Style (16th Edition):
Ramos Nuñez, Aurora I. “INVESTIGATING THE NEURAL CORRELATES OF LANGUAGE SWITCHING IN SPANISH ENGLISH BILINGUALS EMPLOYING EFFECTIVE CONNECTIVITY ANALYSES.” 2013. Masters Thesis, University of Houston. Accessed March 03, 2021.
http://hdl.handle.net/10657/1241.
MLA Handbook (7th Edition):
Ramos Nuñez, Aurora I. “INVESTIGATING THE NEURAL CORRELATES OF LANGUAGE SWITCHING IN SPANISH ENGLISH BILINGUALS EMPLOYING EFFECTIVE CONNECTIVITY ANALYSES.” 2013. Web. 03 Mar 2021.
Vancouver:
Ramos Nuñez AI. INVESTIGATING THE NEURAL CORRELATES OF LANGUAGE SWITCHING IN SPANISH ENGLISH BILINGUALS EMPLOYING EFFECTIVE CONNECTIVITY ANALYSES. [Internet] [Masters thesis]. University of Houston; 2013. [cited 2021 Mar 03].
Available from: http://hdl.handle.net/10657/1241.
Council of Science Editors:
Ramos Nuñez AI. INVESTIGATING THE NEURAL CORRELATES OF LANGUAGE SWITCHING IN SPANISH ENGLISH BILINGUALS EMPLOYING EFFECTIVE CONNECTIVITY ANALYSES. [Masters Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/1241
University of Houston
11.
Vaughn, Kelly A.
Cortical Thickness in the Cognitive Control Network, Task Switching, and Bilingualism.
Degree: MA, Psychology, Developmental, 2020, University of Houston
URL: http://hdl.handle.net/10657/7027
► Previous research involving patients with brain damage, children with ADHD, aging adults, Alzheimer’s patients, and normal monolingual children and adults suggests that cortical thickness in…
(more)
▼ Previous research involving patients with brain damage, children with ADHD, aging adults, Alzheimer’s patients, and normal monolingual children and adults suggests that cortical thickness in certain regions of the brain, specifically the dorsolateral prefrontal cortex, anterior cingulate cortex, inferior parietal lobule, and inferior frontal gyrus, is related to cognitive control abilities. For each of these groups, greater cortical thickness in these regions is associated with better cognitive control, and lesser cortical thickness is associated with poorer cognitive control. Surprisingly, researchers have not yet examined this relationship within the bilingual population, although bilinguals have sometimes demonstrated enhanced cognitive control abilities. Additionally, previous research by Della Rosa et al. (2013) and Mechelli et al. (2004) suggests that greater grey matter density in one of these regions, the inferior parietal lobule, is related to earlier age of second language acquisition, higher second language proficiency, and better overall language skills. Therefore, in order to fully understand the relationship between cortical thickness and cognitive control, it is important to examine the relationship between cortical thickness in the aforementioned regions and performance by bilinguals on a cognitive control task. This study measured cognitive control using a non-verbal switching task in which participants switched between sorting images by color and sorting images by shape as indicated by a symbolic cue. Results indicate that, in this bilingual sample, cortical thickness of the right and left inferior parietal lobules differentially correlate with response time costs and accuracy costs as a result of switching tasks. These findings shed light on the relationship between cognitive control and language in the brain.
Advisors/Committee Members: Hernandez, Arturo E (advisor), Leasure, J. Leigh (committee member), Yoshida, Hanako (committee member).
Subjects/Keywords: Cognitive control; cortical thickness; task switching; bilingualism
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APA (6th Edition):
Vaughn, K. A. (2020). Cortical Thickness in the Cognitive Control Network, Task Switching, and Bilingualism. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/7027
Chicago Manual of Style (16th Edition):
Vaughn, Kelly A. “Cortical Thickness in the Cognitive Control Network, Task Switching, and Bilingualism.” 2020. Masters Thesis, University of Houston. Accessed March 03, 2021.
http://hdl.handle.net/10657/7027.
MLA Handbook (7th Edition):
Vaughn, Kelly A. “Cortical Thickness in the Cognitive Control Network, Task Switching, and Bilingualism.” 2020. Web. 03 Mar 2021.
Vancouver:
Vaughn KA. Cortical Thickness in the Cognitive Control Network, Task Switching, and Bilingualism. [Internet] [Masters thesis]. University of Houston; 2020. [cited 2021 Mar 03].
Available from: http://hdl.handle.net/10657/7027.
Council of Science Editors:
Vaughn KA. Cortical Thickness in the Cognitive Control Network, Task Switching, and Bilingualism. [Masters Thesis]. University of Houston; 2020. Available from: http://hdl.handle.net/10657/7027
University of Houston
12.
Bradley, Kailyn A. L.
Corpus callosum microstructure and auditory interhemispheric transfer in spina bifida myelomeningocele.
Degree: PhD, Psychology, Developmental, 2014, University of Houston
URL: http://hdl.handle.net/10657/877
► The purpose of this study was to evaluate if early disruption in corpus callosum development due to spina bifida myelomeningocele (SBM) contributes to plastic reorganization…
(more)
▼ The purpose of this study was to evaluate if early disruption in corpus callosum development due to spina bifida myelomeningocele (SBM) contributes to plastic reorganization of interhemispheric white matter. Additionally, this study evaluated if diffusion tensor imaging measures of integrity of the interhemispheric temporal tract specifically had functional relevance and predicted performance on a task that required auditory communication between hemispheres, dichotic listening. T1-weighted and diffusion tensor imaging data was acquired on a group of people with SBM (n = 76) and a typically developing group (n = 27). Probabilistic tractography was performed to isolate the interhemispheric white matter connecting auditory processing regions in both hemispheres. Behavioral performance was assessed on a consonant-vowel dichotic listening task in a subset of these participants (SBM, n = 45; TD, n = 15). The key finding from this study was that atypical development of the corpus callosum in SBM does result in re-routing of interhemispheric temporal connections through alternate commissures, particularly the anterior commissure. These re-routed fibers were present in people with SBM and a hypoplastic, or thin posterior corpus callosum, as well as those with more severe underdevelopment, partial agenesis. Additionally, microstructural integrity was reduced in the interhemispheric temporal tract in SBM, as indicated by lower fractional anisotropy and axial diffusivity, and higher radial diffusivity. Examination of macrostructure and microstructure of the tract and dichotic performance suggests that these re-routed connections through the anterior commissure are not compensatory, but maladaptive. Preservation of the normative pattern on the dichotic listening task in people with SBM is the result of connections between temporal lobes through the posterior corpus callosum, and not the anterior commissure. Lastly, abnormal AD was associated with atypical left ear performance on the dichotic listening task, suggesting that reduced integrity of the auditory interhemispheric tract adversely affected dichotic performance in SBM. Given persistent hypotheses about the role of the anterior commissure and other potential compensatory connections, this study has important implications for understanding of the effects of early corpus callosum maldevelopment, especially when partial agenesis is involved.
Advisors/Committee Members: Fletcher, Jack M. (advisor), Hannay, H. Julia (committee member), Hernandez, Arturo E. (committee member), Juranek, Jenifer (committee member).
Subjects/Keywords: Neural plasticity; Neurosciences; Corpus callosum; Diffusion tensor imaging; Dichotic listening; Developmental psychology
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APA (6th Edition):
Bradley, K. A. L. (2014). Corpus callosum microstructure and auditory interhemispheric transfer in spina bifida myelomeningocele. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/877
Chicago Manual of Style (16th Edition):
Bradley, Kailyn A L. “Corpus callosum microstructure and auditory interhemispheric transfer in spina bifida myelomeningocele.” 2014. Doctoral Dissertation, University of Houston. Accessed March 03, 2021.
http://hdl.handle.net/10657/877.
MLA Handbook (7th Edition):
Bradley, Kailyn A L. “Corpus callosum microstructure and auditory interhemispheric transfer in spina bifida myelomeningocele.” 2014. Web. 03 Mar 2021.
Vancouver:
Bradley KAL. Corpus callosum microstructure and auditory interhemispheric transfer in spina bifida myelomeningocele. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2021 Mar 03].
Available from: http://hdl.handle.net/10657/877.
Council of Science Editors:
Bradley KAL. Corpus callosum microstructure and auditory interhemispheric transfer in spina bifida myelomeningocele. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/877
University of Houston
13.
-6885-4668.
The Testing Effect, Individual Differences, and Transfer: An Investigation of Learning Strategies Using Educational Materials.
Degree: PhD, Developmental, Behavioral, and Cognitive Neuroscience, 2019, University of Houston
URL: http://hdl.handle.net/10657/4669
► The positive effect of testing memory has been well demonstrated in laboratory settings and there is now a growing body of supporting evidence in real…
(more)
▼ The positive effect of testing memory has been well demonstrated in laboratory settings and there is now a growing body of supporting evidence in real educational environments. However, whether and under what conditions testing facilitates transfer of learning is still somewhat unclear. Individual differences in learning from tests have also not been extensively studied. The aim of the current study is to further investigate the limits of transfer of learning via testing and explore the role of key cognitive abilities (i.
e., reading comprehension, reasoning ability, and working memory). To accomplish this goal, we use an instance in the subject of Biology where we believe that background knowledge (i.
e., the components of nucleic acids) is necessary for understanding of a subsequent related concept (i.
e., DNA transcription). In a within-subjects experimental design with data from 153 undergraduate students, we examined the effect of testing over background knowledge on performance on subsequent related information. Our study provides evidence of the positive effect of testing on not only exactly repeated test items (d= 1.01), but conceptually related questions (near transfer; d = .60) and questions about a subsequent related passage (far transfer; d = .21). We also report that testing influences pre-test score predictions, such that repeated testing is associated with increased pre-test confidence, while varied testing is not. Finally, we report that individual differences in cognitive ability do not interact with testing effects, but transfer performance is correlated with reasoning ability. Overall, we conclude that retrieval practice with cued recall questions is a highly effective strategy for learning complex educational materials.
Advisors/Committee Members: Foss, Donald J. (advisor), Francis, David J. (advisor), Grigorenko, Elena L. (committee member), Hernandez, Arturo E. (committee member), Hein, Sascha D. (committee member).
Subjects/Keywords: Testing effects; Transfer; Individual differences; Metacognition
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APA ·
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Export
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APA (6th Edition):
-6885-4668. (2019). The Testing Effect, Individual Differences, and Transfer: An Investigation of Learning Strategies Using Educational Materials. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/4669
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Chicago Manual of Style (16th Edition):
-6885-4668. “The Testing Effect, Individual Differences, and Transfer: An Investigation of Learning Strategies Using Educational Materials.” 2019. Doctoral Dissertation, University of Houston. Accessed March 03, 2021.
http://hdl.handle.net/10657/4669.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
MLA Handbook (7th Edition):
-6885-4668. “The Testing Effect, Individual Differences, and Transfer: An Investigation of Learning Strategies Using Educational Materials.” 2019. Web. 03 Mar 2021.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Vancouver:
-6885-4668. The Testing Effect, Individual Differences, and Transfer: An Investigation of Learning Strategies Using Educational Materials. [Internet] [Doctoral dissertation]. University of Houston; 2019. [cited 2021 Mar 03].
Available from: http://hdl.handle.net/10657/4669.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Council of Science Editors:
-6885-4668. The Testing Effect, Individual Differences, and Transfer: An Investigation of Learning Strategies Using Educational Materials. [Doctoral Dissertation]. University of Houston; 2019. Available from: http://hdl.handle.net/10657/4669
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
University of Houston
14.
-0595-8213.
Redefining Color in Synesthesia.
Degree: PhD, Psychology, Developmental, 2017, University of Houston
URL: http://hdl.handle.net/10657/4511
► Grapheme-color synesthesia is a condition in which letters and numbers automatically trigger the sensation of specific colors in a person’s mind. Previous research on synesthesia…
(more)
▼ Grapheme-color synesthesia is a condition in which letters and numbers automatically trigger the sensation of specific colors in a person’s mind. Previous research on synesthesia revealed that certain letters seem to be associated with certain colors at a rate greater than chance. The studies that report these trends analyze the synesthetes’ data by categorizing synesthetes’ reports of their colors into the 11 basic color terms. The purpose of this study was to determine whether this simplification of the data is an acceptable representation of the synesthetes’ experience, or if perhaps those analyses are discarding valuable information about the specificity, idiosyncracity, and diversity of synesthetes’ color sensations. In a task that directly tested how well synesthetes’ colors match standard color labels, non-synesthete participants attempted to classify data from over 1,000 synesthetes, as well as a set of prototypical standard colors. The synesthetes’ colors came from an online website which allows synesthetes to choose from over 16.7 million possible color selections for each of their letters. The results demonstrate that synesthetes’ colors are difficult to classify under the 11 basic color terms, suggesting that synesthesia may not be merely a magnification of “normal” or prototypical cross-modal associations. Additional analyses using powerful methods such as k-means clustering further supported the difficulty isolating meaningful group trends in synesthetes’ data. Implications for understanding how synesthesia may or may not relate to creative metaphor are discussed.
Advisors/Committee Members: Hernandez, Arturo E. (advisor), Tomson, Steffie (committee member), Sheth, Bhavin R. (committee member), Yoshida, Hanako (committee member).
Subjects/Keywords: Synesthesia; Grapheme-color; Synesthesia Battery; Basic colors
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APA ·
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Export
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APA (6th Edition):
-0595-8213. (2017). Redefining Color in Synesthesia. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/4511
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Chicago Manual of Style (16th Edition):
-0595-8213. “Redefining Color in Synesthesia.” 2017. Doctoral Dissertation, University of Houston. Accessed March 03, 2021.
http://hdl.handle.net/10657/4511.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
MLA Handbook (7th Edition):
-0595-8213. “Redefining Color in Synesthesia.” 2017. Web. 03 Mar 2021.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Vancouver:
-0595-8213. Redefining Color in Synesthesia. [Internet] [Doctoral dissertation]. University of Houston; 2017. [cited 2021 Mar 03].
Available from: http://hdl.handle.net/10657/4511.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Council of Science Editors:
-0595-8213. Redefining Color in Synesthesia. [Doctoral Dissertation]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/4511
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
University of Houston
15.
-5563-4586.
The Effects of Age of Acquisition and Proficiency on the Neural Correlates of Categorical Perception of Non-native Speech.
Degree: PhD, Psychology, Developmental, 2017, University of Houston
URL: http://hdl.handle.net/10657/1880
► Age of Acquisition (AoA) and second language (L2) proficiency have been shown to influence bilingual neural recruitment and neuroanatomy, but previous literature shows inconsistencies. The…
(more)
▼ Age of Acquisition (AoA) and second language (L2) proficiency have been shown to
influence bilingual neural recruitment and neuroanatomy, but previous literature shows inconsistencies. The current studies used multiple regression analyses to understand the influence of AoA and L2 proficiency on neural processing for categorical perception in Spanish-English bilinguals during a speech identification task. Functional data showed that AoA and L2 proficiency differentially recruited areas previously associated with speech processing. Increased L2 proficiency was associated with increased activity in bilateral inferior frontal gyrus and middle frontal gyrus as well as right superior temporal gyrus, middle temporal gyrus and angular gyrus. AoA was associated with a separate region of MFG. The data suggest that increased proficiency is associated with higher-level strategies such as attentional mechanisms and semantic processing to aid in a perceptual task. Study 2 focused on the influence of AoA and L2 proficiency on neuroanatomy. Structure based morphometry and multiple regression analyses were used to determine the relationship of AoA, L2 proficiency and L2 use and brain structure in speech processing areas. Significant relationships were found in left MTG, left supramarginal gyrus and right angular gyrus. The results suggest that L2 proficiency and AoA are associated with structural measures in speech processing areas, those associated with higher-level processing. The studies combine to provide a better understanding of the variability of AoA and L2 proficiency in bilinguals and how it impacts speech processing through recruitment of different neural regions that may underlie different strategies to complete a speech perception task.
Advisors/Committee Members: Hernandez, Arturo E. (advisor), Bunta, Ferenc (committee member), Yoshida, Hanako (committee member), Goodin-Mayeda, Elizabeth (committee member).
Subjects/Keywords: Bilingualism; Neuroimaging; Speech perception
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APA ·
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Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
-5563-4586. (2017). The Effects of Age of Acquisition and Proficiency on the Neural Correlates of Categorical Perception of Non-native Speech. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1880
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Chicago Manual of Style (16th Edition):
-5563-4586. “The Effects of Age of Acquisition and Proficiency on the Neural Correlates of Categorical Perception of Non-native Speech.” 2017. Doctoral Dissertation, University of Houston. Accessed March 03, 2021.
http://hdl.handle.net/10657/1880.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
MLA Handbook (7th Edition):
-5563-4586. “The Effects of Age of Acquisition and Proficiency on the Neural Correlates of Categorical Perception of Non-native Speech.” 2017. Web. 03 Mar 2021.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Vancouver:
-5563-4586. The Effects of Age of Acquisition and Proficiency on the Neural Correlates of Categorical Perception of Non-native Speech. [Internet] [Doctoral dissertation]. University of Houston; 2017. [cited 2021 Mar 03].
Available from: http://hdl.handle.net/10657/1880.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Council of Science Editors:
-5563-4586. The Effects of Age of Acquisition and Proficiency on the Neural Correlates of Categorical Perception of Non-native Speech. [Doctoral Dissertation]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1880
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
University of Houston
16.
Mellick, William.
Neural Response to Peer Rejection in Clinically Depressed Adolescents and Healthy Controls.
Degree: PhD, Psychology, Clinical, 2017, University of Houston
URL: http://hdl.handle.net/10657/1859
► Major depression is a debilitating and highly recurrent mental illness that typically emerges during adolescence (Hankin, 2006). The increased vulnerability to depression observed during adolescence…
(more)
▼ Major depression is a debilitating and highly recurrent mental illness that typically emerges during adolescence (Hankin, 2006). The increased vulnerability to depression observed during adolescence is posited to arise in part from major neurobiological changes that occur during typical development (Davey, Yücel, & Allen, 2008). Importantly, these neurobiological changes occur while the adolescent’s focus shifts from parents to peers (Steinberg, 2005). Social reward (
e.g., peer acceptance) is therefore thought to be particularly salient, and a failure to obtain social reward (
e.g., through social rejection) has been implicated as a driving force in the vulnerability to and maintenance of adolescent depression (Davey et al., 2008; Mellick, Sharp, & Ernst, 2015). Indeed, social rejection during adolescence is highly predictive of depression (Prinstein & Aikens, 2004), and currently depressed adolescents experience more rejection than their healthy peers (Lee, Hankin, & Mermelstein, 2010). Several adult and youth depression studies have examined response to social rejection revealing greater distress among depressed individuals; however, these studies relied predominantly on self-report or behavioral data. Therefore, the neurobiological underpinnings of rejection in depression remain underexplored despite the fact that such findings may inform etiological and theoretical models of depression, helping to further classify depression in terms of neural circuitry.
Against this background, a total of N = 35 adolescents were recruited to form two groups (Depressed, n = 17; Healthy controls, n = 18) who experienced rejection during fMRI scanning. This study had two aims: 1) To compare neural response to peer rejection in depressed adolescents versus healthy controls, and 2) To examine sex as a moderator of the relation between depression and neural response to rejection. Whole-brain voxel-wise and region of interest (ROI) between-group analyses were performed. Whole-brain results showed depressed adolescents to exhibit significantly greater rejection response in the right anterior insula, left occipital operculum, and left nucleus accumbens. Reduced ventral striatal response to social inclusion was not found in depressed adolescents. ROI analyses led to null findings with no significant differences observed between groups. Insufficient samples sizes prohibited examining sex as a moderator. Exploratory tests of pubertal x group effects were conducted though non-significant, which was presumably due to limited data. Positive and null results are discussed in relation to extant neuroimaging findings in healthy and depressed samples with an emphasis on discrepancies across studies which may be due to methodological differences. The present study was among the few to recently employ Cyberball in the study of psychiatric populations marked by interpersonal functioning deficits and contributes to the identification of unique and/or shared neural substrates of an important interpersonal process in adolescent depression.
Advisors/Committee Members: Sharp, Carla (advisor), Vincent, John P. (committee member), Hernandez, Arturo E. (committee member), Kim, Sohye (committee member).
Subjects/Keywords: Social rejection; Adolescent depression
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APA ·
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APA (6th Edition):
Mellick, W. (2017). Neural Response to Peer Rejection in Clinically Depressed Adolescents and Healthy Controls. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1859
Chicago Manual of Style (16th Edition):
Mellick, William. “Neural Response to Peer Rejection in Clinically Depressed Adolescents and Healthy Controls.” 2017. Doctoral Dissertation, University of Houston. Accessed March 03, 2021.
http://hdl.handle.net/10657/1859.
MLA Handbook (7th Edition):
Mellick, William. “Neural Response to Peer Rejection in Clinically Depressed Adolescents and Healthy Controls.” 2017. Web. 03 Mar 2021.
Vancouver:
Mellick W. Neural Response to Peer Rejection in Clinically Depressed Adolescents and Healthy Controls. [Internet] [Doctoral dissertation]. University of Houston; 2017. [cited 2021 Mar 03].
Available from: http://hdl.handle.net/10657/1859.
Council of Science Editors:
Mellick W. Neural Response to Peer Rejection in Clinically Depressed Adolescents and Healthy Controls. [Doctoral Dissertation]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1859
University of Houston
17.
Archila-Suerte, Pilar.
The influence of phonetic experience on perceptual flexibility and auditory plasticity in bilinguals.
Degree: PhD, Psychology, Developmental, 2012, University of Houston
URL: http://hdl.handle.net/10657/1155
► The goal of this dissertation was a) to investigate how phonetic experience in two languages influences the perception of novel speech sounds and b) reveal…
(more)
▼ The goal of this dissertation was a) to investigate how phonetic experience in two languages influences the perception of novel speech sounds and b) reveal the underlying neural mechanisms involved in novel speech learning. Adult English monolinguals (n = 20) and early Spanish-English bilinguals (n = 24) participated in four consecutive sessions of phonetic discrimination training (same vs. different) while listening to Hungarian non-words that contained the novel speech phonemes /ø/, /ø:/, /u:/, /u/, /o:/, /y/, /y:/, /o/. Participants completed two fMRI sessions, one before training and the other after training. The in-scanner task consisted of passively listening to the novel speech stimuli with which participants trained outside the scanner. The behavioral results indicated that monolinguals and bilinguals both learned after training, and discrimination of novel speech did not differ between groups. Nonetheless, the neural processes engaged by monolinguals and bilinguals differed after training (left anterior cingulate gyrus in monolinguals and bilateral parietal regions in bilinguals). A separate post-hoc regression analysis examined how participants’ overall discrimination performance predicted brain activity before and after training. Here it was found that better perceivers were more likely to recruit sensory-perceptual areas (bilateral superior temporal gyrus and cerebellar vermis), whereas worse perceivers were more likely to recruit higher-order cognitive areas after training (right postcentral gyrus, superior parietal lobule, and left supramarginal gyrus). These findings suggest that growing up in bilingual phonetic environments does not facilitate novel speech learning. Instead, the ability to discriminate novel speech appears to originate from individual enhanced perceptual abilities present prior to training.
Advisors/Committee Members: Hernandez, Arturo E. (advisor), Fletcher, Jack M. (committee member), Bunta, Ferenc (committee member), Branun-Martin, Lee (committee member).
Subjects/Keywords: Perception; Learning; Neurosciences; Bilingualism
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APA (6th Edition):
Archila-Suerte, P. (2012). The influence of phonetic experience on perceptual flexibility and auditory plasticity in bilinguals. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1155
Chicago Manual of Style (16th Edition):
Archila-Suerte, Pilar. “The influence of phonetic experience on perceptual flexibility and auditory plasticity in bilinguals.” 2012. Doctoral Dissertation, University of Houston. Accessed March 03, 2021.
http://hdl.handle.net/10657/1155.
MLA Handbook (7th Edition):
Archila-Suerte, Pilar. “The influence of phonetic experience on perceptual flexibility and auditory plasticity in bilinguals.” 2012. Web. 03 Mar 2021.
Vancouver:
Archila-Suerte P. The influence of phonetic experience on perceptual flexibility and auditory plasticity in bilinguals. [Internet] [Doctoral dissertation]. University of Houston; 2012. [cited 2021 Mar 03].
Available from: http://hdl.handle.net/10657/1155.
Council of Science Editors:
Archila-Suerte P. The influence of phonetic experience on perceptual flexibility and auditory plasticity in bilinguals. [Doctoral Dissertation]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/1155
University of Houston
18.
-1581-2071.
THE RELATIONSHIP AMONG GRAY MATTER CORTICAL THICKNESS, ACTIVITY, AND BILINGUAL BACKGROUND VARIABLES.
Degree: PhD, Psychology, Developmental, 2015, University of Houston
URL: http://hdl.handle.net/10657/1474
► A bilingual person’s brain has to manage two languages. According to psycholinguistic models, lexical representations of the two languages are always active and to select…
(more)
▼ A bilingual person’s brain has to manage two languages. According to psycholinguistic models, lexical representations of the two languages are always active and to select the correct language, the other has to be inhibited (Green, 1998). This includes cognitive control processes (
e.g. language planning, response inhibition, maintenance of representation) that might require additional brain networks beyond those classically involved in language processing. Regions such as prefrontal, anterior cingulate cortices, inferior parietal lobule, and caudate have been found to be involved in cognitive control processes (Abutalebi & Green, 2007). The present study examined whether or not bilingual experience shapes the structure and function of the brain by examining relationships among language proficiency, second language age of acquisition, and structural and functional correlates. Participants were 49 Spanish-English bilinguals who learned English between the ages of 0 and 17 years. Cortical thickness measures as well as functional activity during a picture-naming task requiring switching between the two languages on a trial-by-trial basis were acquired using a functional Magnetic Resonance Imaging scanner. The results indicate that age of acquisition of the second language but not proficiency is related to gray matter structure in the right dorsolateral prefrontal cortex, a cognitive control region and that gray matter cortical thickness is related to functional activity during a condition that requires switching in naming pictures between two languages. These results carry implications for the understanding of how language experience shapes the functional and neural correlates of the bilingual brain.
Advisors/Committee Members: Hernandez, Arturo E. (advisor), Yoshida, Hanako (committee member), Foss, Donald J. (committee member), Schnur, Tatiana T. (committee member).
Subjects/Keywords: Bilingualism; Cortical thickness; Age of acquisition
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APA (6th Edition):
-1581-2071. (2015). THE RELATIONSHIP AMONG GRAY MATTER CORTICAL THICKNESS, ACTIVITY, AND BILINGUAL BACKGROUND VARIABLES. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1474
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Chicago Manual of Style (16th Edition):
-1581-2071. “THE RELATIONSHIP AMONG GRAY MATTER CORTICAL THICKNESS, ACTIVITY, AND BILINGUAL BACKGROUND VARIABLES.” 2015. Doctoral Dissertation, University of Houston. Accessed March 03, 2021.
http://hdl.handle.net/10657/1474.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
MLA Handbook (7th Edition):
-1581-2071. “THE RELATIONSHIP AMONG GRAY MATTER CORTICAL THICKNESS, ACTIVITY, AND BILINGUAL BACKGROUND VARIABLES.” 2015. Web. 03 Mar 2021.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Vancouver:
-1581-2071. THE RELATIONSHIP AMONG GRAY MATTER CORTICAL THICKNESS, ACTIVITY, AND BILINGUAL BACKGROUND VARIABLES. [Internet] [Doctoral dissertation]. University of Houston; 2015. [cited 2021 Mar 03].
Available from: http://hdl.handle.net/10657/1474.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Council of Science Editors:
-1581-2071. THE RELATIONSHIP AMONG GRAY MATTER CORTICAL THICKNESS, ACTIVITY, AND BILINGUAL BACKGROUND VARIABLES. [Doctoral Dissertation]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/1474
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
19.
Tran, Duc.
The Developmental Role of Attentional Control in Language Learning.
Degree: MA, Psychology, 2011, University of Houston
URL: http://hdl.handle.net/10657/295
► Increasing research suggests that bilingual children have advanced (relative to monolingual children) development of attentional control. The present study includes 94 bilingual and 110 monolingual…
(more)
▼ Increasing research suggests that bilingual children have advanced (relative to monolingual children) development of attentional control. The present study includes 94 bilingual and 110 monolingual child participants from a variety of language and age groups (2.5 to 5 year-olds) to systematically investigate how early learning/exposure to more than one language is related to the developmental shift of attention and its possible implications in early language learning. Results from the present study support an initial bilingual advantage in the Attention Network Test (ANT; a nonlinguistic task measuring attentional shifting), with monolinguals demonstrating comparable performance over time. Furthermore, significant relationships were found among overall accuracy, response time, the efficiency of individual attentional networks of the ANT and the MacArthur Bates Communicative Development Inventories (MCDI; a standardized parental report used to assess children's lexical growth). Moreover, this was specifically the case for the selected lexical category of adjectives. The current study provides new insights into the early developmental trajectory of attention among monolingual and bilingual children and how effective attention may be relevant developmental component for early language learning.
Advisors/Committee Members: Yoshida, Hanako (advisor), Hernandez, Arturo E. (committee member), Aghara, Rachel G. (committee member).
Subjects/Keywords: Attention development; Attentional control; Language learning; Attention network test; Vocabulary; Lexical category; Lexicons; Bilingual; Attention in children
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APA (6th Edition):
Tran, D. (2011). The Developmental Role of Attentional Control in Language Learning. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/295
Chicago Manual of Style (16th Edition):
Tran, Duc. “The Developmental Role of Attentional Control in Language Learning.” 2011. Masters Thesis, University of Houston. Accessed March 03, 2021.
http://hdl.handle.net/10657/295.
MLA Handbook (7th Edition):
Tran, Duc. “The Developmental Role of Attentional Control in Language Learning.” 2011. Web. 03 Mar 2021.
Vancouver:
Tran D. The Developmental Role of Attentional Control in Language Learning. [Internet] [Masters thesis]. University of Houston; 2011. [cited 2021 Mar 03].
Available from: http://hdl.handle.net/10657/295.
Council of Science Editors:
Tran D. The Developmental Role of Attentional Control in Language Learning. [Masters Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/295
20.
Greene, Maya R.
The bilingual advantage in switching: Are two better than one?.
Degree: PhD, Psychology, Developmental, 2015, University of Houston
URL: http://hdl.handle.net/10657/1273
► Most previous studies of the bilingual advantage analyzed speed and accuracy results from the same task separately. Using this method, some found advantages in switching…
(more)
▼ Most previous studies of the bilingual advantage analyzed speed and accuracy results from
the same task separately. Using this method, some found advantages in switching tasks that
favor bilinguals while others have not, and there is ongoing controversy regarding the
existence of the bilingual advantage. The present study sought to examine the bilingual
advantage in non-verbal switching using a novel multilevel structural equations modeling
(ML-SEM) framework that incorporated both reaction time and accuracy in order to assess
the trial level and person level relationship between these variables. In addition, the roles of
parental education level (PED) and language proficiency were examined. The results of this
model did not indicate the existence of a bilingual advantage, and there were no significant
correlations between reaction time and accuracy at the person level or at the trial level. The
lack of significant correlation may be due to high overall accuracy in the task. English
proficiency was a significant predictor of reaction time in both bilinguals and monolinguals,
such that higher proficiency was related to faster responses. In the monolinguals, higher
English proficiency was also related to more accurate performance, a relationship that was
non-existent in the bilinguals. In the bilinguals, Spanish proficiency was a significant
predictor of reaction time, such that higher proficiency was associated with slower responses.
This finding, along with the significance of English proficiency as a predictor of performance
in both groups, calls into question the non-verbal nature of this task. No significant effect of
PED was found. This study showcases a novel methodology that may encourage future
researchers to examine both reaction time and accuracy together, suggests that bilingualism
may serve to specifically tune accuracy, and highlights the importance of considering
language background variables even when using tasks that are not explicitly verbal in nature.
Advisors/Committee Members: Hernandez, Arturo E. (advisor), Mehta, Paras D. (committee member), Foss, Donald J. (committee member), Dannemiller, James (committee member).
Subjects/Keywords: Bilingualism; Switching; Shape-color
…analyzed. All participants were
recruited from the University of Houston Main Campus. The…
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APA (6th Edition):
Greene, M. R. (2015). The bilingual advantage in switching: Are two better than one?. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1273
Chicago Manual of Style (16th Edition):
Greene, Maya R. “The bilingual advantage in switching: Are two better than one?.” 2015. Doctoral Dissertation, University of Houston. Accessed March 03, 2021.
http://hdl.handle.net/10657/1273.
MLA Handbook (7th Edition):
Greene, Maya R. “The bilingual advantage in switching: Are two better than one?.” 2015. Web. 03 Mar 2021.
Vancouver:
Greene MR. The bilingual advantage in switching: Are two better than one?. [Internet] [Doctoral dissertation]. University of Houston; 2015. [cited 2021 Mar 03].
Available from: http://hdl.handle.net/10657/1273.
Council of Science Editors:
Greene MR. The bilingual advantage in switching: Are two better than one?. [Doctoral Dissertation]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/1273
21.
Tran, Crystal Duc.
Exploring the Role of Culture, Language Experience, and Executive Function on Children’s Behavioral Outcomes.
Degree: PhD, Psychology, Developmental, 2015, University of Houston
URL: http://hdl.handle.net/10657/1144
► Executive Function (EF) is a complex cognitive construct encompassing a set of processes that monitor and control thought and action for goal-directed responses. Increasing research…
(more)
▼ Executive Function (EF) is a complex cognitive construct encompassing a set of processes that monitor and control thought and action for goal-directed responses. Increasing research has demonstrated that certain language environments (
e.g., bilingualism, culture) may foster early development of EF. However, it is not clear if the cultural and bilingual cognitive advantages demonstrated on EF tasks may be a product of laboratory tasks or if the effect itself may be translated to real world situations, such as overall behavioral outcomes. Accordingly, the present study recognizes the need to understand the implications of language status, culture, and performance on EF tasks on children’s behavioral outcomes. In doing so, the current study assessed 3-year-old preschool children from the U.S., Argentina, and Vietnam with different language learning backgrounds (i.
e., monolingual, bilingual) and cultures (i.
e., Western, Western-European, Eastern) longitudinally for 3 years on 4 common EF tasks, and related to parental ratings of child behavioral problems. Results demonstrate the role of culture on various aspects of behavioral problems, while specific EF tasks and language status have a differential role on behavior. The present study further sheds light on the potential role of culture and language status mediating the effect of EF on certain behavioral outcomes.
Advisors/Committee Members: Yoshida, Hanako (advisor), Hernandez, Arturo E. (committee member), Cirino, Paul T. (committee member), Bunta, Ferenc (committee member).
Subjects/Keywords: Executive functions; Bilingualism; Culture; Longitudinal study; Behavioral Outcomes; Language Status; Developmental psychology
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APA ·
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APA (6th Edition):
Tran, C. D. (2015). Exploring the Role of Culture, Language Experience, and Executive Function on Children’s Behavioral Outcomes. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1144
Chicago Manual of Style (16th Edition):
Tran, Crystal Duc. “Exploring the Role of Culture, Language Experience, and Executive Function on Children’s Behavioral Outcomes.” 2015. Doctoral Dissertation, University of Houston. Accessed March 03, 2021.
http://hdl.handle.net/10657/1144.
MLA Handbook (7th Edition):
Tran, Crystal Duc. “Exploring the Role of Culture, Language Experience, and Executive Function on Children’s Behavioral Outcomes.” 2015. Web. 03 Mar 2021.
Vancouver:
Tran CD. Exploring the Role of Culture, Language Experience, and Executive Function on Children’s Behavioral Outcomes. [Internet] [Doctoral dissertation]. University of Houston; 2015. [cited 2021 Mar 03].
Available from: http://hdl.handle.net/10657/1144.
Council of Science Editors:
Tran CD. Exploring the Role of Culture, Language Experience, and Executive Function on Children’s Behavioral Outcomes. [Doctoral Dissertation]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/1144
University of Houston
22.
Ravid, Maya 1989-.
Cognitive Control: Good Bilinguals, Bad Bilinguals, and Monolinguals.
Degree: MA, Developmental Cognitive Neuroscience, University of Houston
URL: http://hdl.handle.net/10657/2719
► The purpose of this study was to investigate how differences within the bilingual population affect the discovery of a bilingual advantage. One-hundred and one Spanish-English…
(more)
▼ The purpose of this study was to investigate how differences within the bilingual population affect the discovery of a bilingual advantage. One-hundred and one Spanish-English bilinguals and 53 English monolinguals participated in three different tasks. In a verbal picture-naming task bilinguals were required to switch between English and Spanish while naming pictures in quick succession. Errors of interference (EI), in which bilinguals named a picture in the uncued language, were used to divide the bilingual group into non-switchers (few EI) and switchers (many EI). The two bilingual groups were then compared with monolinguals in two non-verbal tasks of cognitive control, a shape-color switching task and a Simon task. In the shape-color switching task participants were required to respond to either the shape or the color of a stimulus, and the rule for response changed following a number of trials by the presentation of a non-verbal cue. In the Simon task, participants were presented with different colored circles in different locations on the screen and were required to disregard location and respond to the color of the circle. Results revealed that monolinguals responded faster than both bilinguals in the shape-color task. In the Simon task, monolinguals responded faster than switcher bilinguals, with the non-switcher bilinguals not significantly different from the monolinguals or the switcher bilinguals. Non-switcher bilinguals were more accurate on the shape-color task than switcher bilinguals, with the monolinguals not significantly different from either bilingual group. These results suggest that bilinguals and monolinguals approach these tasks differently, with bilinguals focused on response selection and accuracy to the detriment of their reaction time. This may be due to the salience of response selection (i.
e. language selection) in the bilinguals’ daily lives. Additionally, it was found that some bilinguals (non-switchers) outperformed other bilinguals (switchers), indicating that better performance on a verbal switching task is related to better performance on a non-verbal switching task, but no bilingual advantage was discovered in comparisons of bilinguals and monolinguals.
Advisors/Committee Members: Hernandez, Arturo E. (advisor), Hiscock, Merrill (committee member), Leasure, J. Leigh (committee member).
Subjects/Keywords: Bilingualism; Cognitive control
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APA (6th Edition):
Ravid, M. 1. (n.d.). Cognitive Control: Good Bilinguals, Bad Bilinguals, and Monolinguals. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/2719
Note: this citation may be lacking information needed for this citation format:
No year of publication.
Chicago Manual of Style (16th Edition):
Ravid, Maya 1989-. “Cognitive Control: Good Bilinguals, Bad Bilinguals, and Monolinguals.” Masters Thesis, University of Houston. Accessed March 03, 2021.
http://hdl.handle.net/10657/2719.
Note: this citation may be lacking information needed for this citation format:
No year of publication.
MLA Handbook (7th Edition):
Ravid, Maya 1989-. “Cognitive Control: Good Bilinguals, Bad Bilinguals, and Monolinguals.” Web. 03 Mar 2021.
Note: this citation may be lacking information needed for this citation format:
No year of publication.
Vancouver:
Ravid M1. Cognitive Control: Good Bilinguals, Bad Bilinguals, and Monolinguals. [Internet] [Masters thesis]. University of Houston; [cited 2021 Mar 03].
Available from: http://hdl.handle.net/10657/2719.
Note: this citation may be lacking information needed for this citation format:
No year of publication.
Council of Science Editors:
Ravid M1. Cognitive Control: Good Bilinguals, Bad Bilinguals, and Monolinguals. [Masters Thesis]. University of Houston; Available from: http://hdl.handle.net/10657/2719
Note: this citation may be lacking information needed for this citation format:
No year of publication.
University of Houston
23.
Trevino, Melissa 1985-.
A Translational Animal Model Of Radiation-Induced Effects On Cognitive Functions: A Feasibility Study.
Degree: MA, Psychology, University of Houston
URL: http://hdl.handle.net/10657/2686
► Neurocognitive late-effects are commonly reported among survivors of pediatric brain cancer. Radiation therapy has been linked to these neurocognitive deficits in attention, working memory, and…
(more)
▼ Neurocognitive late-effects are commonly reported among survivors of pediatric brain cancer. Radiation therapy has been linked to these neurocognitive deficits in attention, working memory, and processing speed. The current feasibility study was conducted in order to establish whether it is possible to model these deficits in the rodent. Using the 5-Choice Serial Reaction Time Task (5-CSRTT), prefrontal cognitive processes, which are reported to be among the most affected in the pediatric cancer population, can be assessed in the rodent. Irradiated and control animals were trained to perform the 5-CSRTT and tested at four separate time points. Irradiated animals showed significant impairments compared with control animals at 5, 7, and 12 months post-irradiation. These results show that deficits in prefrontal-mediated cognitive processes induced by radiation therapy can be successfully modeled in the rodent.
Advisors/Committee Members: Leasure, J. Leigh (advisor), Hernandez, Arturo E. (committee member), Yoshida, Hanako (committee member).
Subjects/Keywords: Radiation therapy; Pediatric cancer; Cognitive deficits; Attention; 5-choice serial reaction time task
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APA (6th Edition):
Trevino, M. 1. (n.d.). A Translational Animal Model Of Radiation-Induced Effects On Cognitive Functions: A Feasibility Study. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/2686
Note: this citation may be lacking information needed for this citation format:
No year of publication.
Chicago Manual of Style (16th Edition):
Trevino, Melissa 1985-. “A Translational Animal Model Of Radiation-Induced Effects On Cognitive Functions: A Feasibility Study.” Masters Thesis, University of Houston. Accessed March 03, 2021.
http://hdl.handle.net/10657/2686.
Note: this citation may be lacking information needed for this citation format:
No year of publication.
MLA Handbook (7th Edition):
Trevino, Melissa 1985-. “A Translational Animal Model Of Radiation-Induced Effects On Cognitive Functions: A Feasibility Study.” Web. 03 Mar 2021.
Note: this citation may be lacking information needed for this citation format:
No year of publication.
Vancouver:
Trevino M1. A Translational Animal Model Of Radiation-Induced Effects On Cognitive Functions: A Feasibility Study. [Internet] [Masters thesis]. University of Houston; [cited 2021 Mar 03].
Available from: http://hdl.handle.net/10657/2686.
Note: this citation may be lacking information needed for this citation format:
No year of publication.
Council of Science Editors:
Trevino M1. A Translational Animal Model Of Radiation-Induced Effects On Cognitive Functions: A Feasibility Study. [Masters Thesis]. University of Houston; Available from: http://hdl.handle.net/10657/2686
Note: this citation may be lacking information needed for this citation format:
No year of publication.
University of Houston
24.
-0205-610X.
The Effect of Age, Cognition and Context on Human Responses to Tendon Vibration.
Degree: PhD, Kinesiology, University of Houston
URL: http://hdl.handle.net/10657/3680
► High-frequency vibration applied to the musculotendinous junction of a joint induces an illusory perception of the stimulated joint’s position. Historically, the illusory perception of movement…
(more)
▼ High-frequency vibration applied to the musculotendinous junction of a joint induces an illusory perception of the stimulated joint’s position. Historically, the illusory perception of movement during tendon vibration was described as a certain outcome, but more recently has been reportedly difficult to elicit in many instances. This poses problems for researchers who have expressed interest in manipulating human responses to tendon vibration for the purpose of neurorehabilitation. The purpose of this dissertation was to investigate factors that may influence the perception of the movement illusions induced by tendon vibration.The first experiment examined the influence of one’s knowledge and expectations about the illusion, as well as, whether directing attention to or away from the tendon vibration stimulation influenced the magnitude of movement illusions experienced. Providing instructions about the expected direction of movement illusions during tendon vibration, irrespective of their accuracy, reduced the magnitude of movement illusions perceived. Directing the attention to the external aspects of the joint positioning task, reduced the magnitude of the illusions the greatest extent, while the addition of a 1-back cognitive task meant to dilute attention resources was not challenging enough to alter the movement illusions perceived.The second experiment compared movement illusions induced by tendon vibration in a group of young and older adults. Participants experienced tendon vibration while performing both a continuous and discrete contralateral matching task, at both the elbow and knee, on both sides of the body. Older adults experienced a larger magnitude of movement illusions at the elbow and in the continuous contralateral matching task, while no differences between young and old were observed in the discrete matching task, at the knee or between the left and right limbs. A positive correlation was observed in movement illusions experienced between the continuous and discrete matching tasks, and between the left and right side of the body. In the second experiment, we also observed a weak but positive correlation between motor imagery ability and the magnitude of movement illusions perceived in the continuous contralateral matching task and at the elbow. Together, these outcomes suggest that the perception of movement illusions during tendon vibration results from the integration of both central and peripheral neural processes. Instructions about the illusions and the task can bias the outcome of experiments regarding tendon vibration and researchers should carefully consider their instructions and maintain consistency across participants and conditions. Elderly individuals and those who experience more vivid motor imagery experience greater movement illusions during tendon vibration stimulation, although the duration and location of stimulation would also influence the extent to which someone would experience movement illusions. These factors may be used to improve future investigations into human…
Advisors/Committee Members: Layne, Charles S. (advisor), Lee, Beom-Chan (committee member), Thrasher, Timothy Adam (committee member), Hernandez, Arturo E. (committee member).
Subjects/Keywords: Proprioception; Vibration; Aging
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Export
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Manager
APA (6th Edition):
-0205-610X. (n.d.). The Effect of Age, Cognition and Context on Human Responses to Tendon Vibration. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/3680
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.
Chicago Manual of Style (16th Edition):
-0205-610X. “The Effect of Age, Cognition and Context on Human Responses to Tendon Vibration.” Doctoral Dissertation, University of Houston. Accessed March 03, 2021.
http://hdl.handle.net/10657/3680.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.
MLA Handbook (7th Edition):
-0205-610X. “The Effect of Age, Cognition and Context on Human Responses to Tendon Vibration.” Web. 03 Mar 2021.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.
Vancouver:
-0205-610X. The Effect of Age, Cognition and Context on Human Responses to Tendon Vibration. [Internet] [Doctoral dissertation]. University of Houston; [cited 2021 Mar 03].
Available from: http://hdl.handle.net/10657/3680.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.
Council of Science Editors:
-0205-610X. The Effect of Age, Cognition and Context on Human Responses to Tendon Vibration. [Doctoral Dissertation]. University of Houston; Available from: http://hdl.handle.net/10657/3680
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.
University of Houston
25.
Vaughn, Kelly.
The Role of the DLPFC in Bilingual and Monolingual Switching: Evidence from MVPA and tDCS.
Degree: PhD, Developmental, Behavioral, and Cognitive Neuroscience, University of Houston
URL: http://hdl.handle.net/10657/4049
► Previous research suggests that the bilingual experience controlling two languages may transfer to non-linguistic control tasks, resulting in a “bilingual advantage.” If this is the…
(more)
▼ Previous research suggests that the bilingual experience controlling two languages may transfer to non-linguistic control tasks, resulting in a “bilingual advantage.” If this is the case, there should be a neural basis for this transfer (i.
e., a region of the brain involved in both types of control). The dorsolateral prefrontal cortex (DLPFC) is one candidate brain region involved in these two types of control. The current studies had two aims. The first was to determine whether bilingual language control and non-linguistic control relate similarly to the DLPFC, and the second was to determine whether bilinguals and monolinguals differed in this relationship. The first study used multi-voxel pattern analysis (MVPA) to determine whether the patterns of fMRI activity in the left and right DLPFC for language control were similar to the patterns of activity for non-linguistic control. In this study, the left DLPFC showed predictable patterns of activity for non-linguistic control in both bilinguals and monolinguals, but no predictable patterns of activity for language control. The second study used transcranial direct current stimulation (tDCS) to directly alter the functioning of the left or right DLPFC for language control and non-linguistic control. In this study, left DLPFC stimulation hurt bilingual performance on the non-linguistic control task, but helped overall performance on the bilingual language control task. These findings suggest that the bilingual DLPFC is involved in language control, but not in a way that benefits non-linguistic control. If a “bilingual advantage” exists, it is important that researchers continue to explore which regions of the brain facilitate the transfer from language control to non-linguistic control.
Advisors/Committee Members: Hernandez, Arturo E. (advisor), Tamber-Rosenau, Benjamin J. (committee member), Leasure, J. Leigh (committee member), Pollonini, Luca (committee member).
Subjects/Keywords: Bilingualism; Cognitive control; Language control; Multivoxel pattern analysis; Transcranial direct current stimulation; Dorsolateral prefrontal cortex
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APA (6th Edition):
Vaughn, K. (n.d.). The Role of the DLPFC in Bilingual and Monolingual Switching: Evidence from MVPA and tDCS. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/4049
Note: this citation may be lacking information needed for this citation format:
No year of publication.
Chicago Manual of Style (16th Edition):
Vaughn, Kelly. “The Role of the DLPFC in Bilingual and Monolingual Switching: Evidence from MVPA and tDCS.” Doctoral Dissertation, University of Houston. Accessed March 03, 2021.
http://hdl.handle.net/10657/4049.
Note: this citation may be lacking information needed for this citation format:
No year of publication.
MLA Handbook (7th Edition):
Vaughn, Kelly. “The Role of the DLPFC in Bilingual and Monolingual Switching: Evidence from MVPA and tDCS.” Web. 03 Mar 2021.
Note: this citation may be lacking information needed for this citation format:
No year of publication.
Vancouver:
Vaughn K. The Role of the DLPFC in Bilingual and Monolingual Switching: Evidence from MVPA and tDCS. [Internet] [Doctoral dissertation]. University of Houston; [cited 2021 Mar 03].
Available from: http://hdl.handle.net/10657/4049.
Note: this citation may be lacking information needed for this citation format:
No year of publication.
Council of Science Editors:
Vaughn K. The Role of the DLPFC in Bilingual and Monolingual Switching: Evidence from MVPA and tDCS. [Doctoral Dissertation]. University of Houston; Available from: http://hdl.handle.net/10657/4049
Note: this citation may be lacking information needed for this citation format:
No year of publication.
University of Houston
26.
-0025-4759.
An Exploration of Variability Due to Low Power in Structural MRI Studies of Bilingualism.
Degree: PhD, Developmental, Behavioral, and Cognitive Neuroscience, University of Houston
URL: http://hdl.handle.net/10657/4080
► The adequacy of replicability among psychological findings has previously been questioned, especially for neuroscientific fields of research. Researchers increasingly point towards the negative effects of…
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▼ The adequacy of replicability among psychological findings has previously been questioned, especially for neuroscientific fields of research. Researchers increasingly point towards the negative effects of low power on replicability of findings. Though decreased sensitivity in smaller samples is a well-known consequence of inadequate power, many overlook the increased likelihood of inflated observed effects and weakened positive predictive values. The aim of this study is to reveal the expected degrees of uncertainty among neuroimaging findings by conducting tests in different sample sizes from a larger-than-average sample, in an area of research with wide-ranging findings that have been proposed by some to be due in part to inadequate sample sizes: bilingual-monolingual structural brain differences. Bilinguals (n = 216) were compared with monolinguals (n = 146) using grey matter density in whole-brain analyses and grey matter volume measures across region-of-interest tests. Variability among findings were compared with the true full-sample findings, and taken in the context of expected differences within the larger bilingualism neuroimaging literature. Results demonstrate excessive variability across the lowest sample sizes (
e.g. samples totaling 20 – 80 participants), and this is explored through the trends of subsample outcomes and effect sizes across sample sizes. The extent to which infrequently utilized methods such as multivariate analyses of covariance (MANCOVAs) and Bayes Factors can improve the accuracy of results at lower sample sizes were also explored. It is our hope that this study helps to demonstrate the influences of power on expected variability among sample findings, especially for bilingual researchers and any researchers interested in exploring group differences using neuroimaging.
Advisors/Committee Members: Hernandez, Arturo E. (advisor), Francis, David J. (committee member), Tamber-Rosenau, Benjamin J. (committee member), Chiarello, Christine (committee member).
Subjects/Keywords: Replicability; Sample size; Power; Neuroimaging; MRI; Bilingualism
Record Details
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Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
-0025-4759. (n.d.). An Exploration of Variability Due to Low Power in Structural MRI Studies of Bilingualism. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/4080
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.
Chicago Manual of Style (16th Edition):
-0025-4759. “An Exploration of Variability Due to Low Power in Structural MRI Studies of Bilingualism.” Doctoral Dissertation, University of Houston. Accessed March 03, 2021.
http://hdl.handle.net/10657/4080.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.
MLA Handbook (7th Edition):
-0025-4759. “An Exploration of Variability Due to Low Power in Structural MRI Studies of Bilingualism.” Web. 03 Mar 2021.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.
Vancouver:
-0025-4759. An Exploration of Variability Due to Low Power in Structural MRI Studies of Bilingualism. [Internet] [Doctoral dissertation]. University of Houston; [cited 2021 Mar 03].
Available from: http://hdl.handle.net/10657/4080.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.
Council of Science Editors:
-0025-4759. An Exploration of Variability Due to Low Power in Structural MRI Studies of Bilingualism. [Doctoral Dissertation]. University of Houston; Available from: http://hdl.handle.net/10657/4080
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.
. 
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