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University of Edinburgh
1.
Lawson, Mairi H.
Personality Traits and Coping Styles: Predictors of dietary habits and physical activity level?.
Degree: 2008, University of Edinburgh
URL: http://hdl.handle.net/1842/2918 
► Despite health intervention campaigns Department of Health (DoH) figures estimate the British public is getting more overweight (DoH, 2007). The reasons why individuals choose not…
(more)
▼ Despite health intervention campaigns Department of Health (DoH) figures estimate the British public is getting more overweight (DoH, 2007). The reasons why individuals choose not to take up preventative health behaviours such as having a lower fat diet, eating five portions of fruit and vegetables a day and engaging in regular physical activity are unclear.
Individual differences in personality and coping style have long been established as factors to consider in health research, however they have never been considered specifically in relation to risk factors for obesity. There is also a lack of consistency in the methods used in past studies making comparability between studies for use in designing health interventions problematic.
Present research aimed to explore the efficacy of personality and coping style as predictors of diet and exercise using full scales from the Five Factor model of personality (McCrae & Costa, 1985) and the COPE inventory with added scales measuring eating and exercise as coping strategies (Carver et al, 1989; Ingledew & McDonagh, 1998). Calories from fat and fruit and vegetable consumption measures were taken from a seven-day diary in which participants recorded everything they had consumed. Daily exercise was converted into a metabolic equivalent of task (MET) score using methods taken from Godin’s Leisure Time Exercise Questionnaire (Godin & Shepherd, 1997).
From previous literature it was hypothesised that the most important traits to have protective effects on health are high Conscientiousness (C) and low Neuroticism (N) (Booth-Kewley and Vickers, 1994). Higher Extraversion (E), Agreeableness (A) and Openness (O) have also all been linked with smaller, yet beneficial, effects on health behaviours linked to obesity (Lemos-Giraldez & Fidalgo-Aliste, 1997). It was additionally hypothesised that problem-focused (PF) coping, which has consistently been linked to C, would have a protective effect on health behaviours (Bermudez, 1999). Whilst avoidant coping (AV) is thought to lead to poorer diet and exercise patterns (Lindquist et al, 1997).
Health behaviour measures taken from 28 participants were entered into eight separate general linear models with personality traits and coping styles as predictors. High Openness predicted that individuals were less likely to engage in exercise (F 1, 20 = 8.105, p < .05). Individuals who used problem-focused, emotion focused or used eating as a coping strategy were less likely to consume fruit and vegetables (F 1, 20 = 4.669, p < .05; F 1, 20 = 5.729, p < .05; F 1, 20 = 5.183, p < .05, respectively) whilst participants who used exercise as a coping behaviour were likely to consume more fruit and vegetables (F 1, 20 = 11.430, p < .005). No significant results were found for high C or low N as predictors of healthier diet and exercise behaviours.
Tests of within-
subject changes through the seven-day diary period found that there was a significant order five trend for O as a predictor of METs (F 1, 14 =13.649, p<.005, r = .494) and for A as a…
Advisors/Committee Members: Weiss, Alexander.
Subjects/Keywords: Individual Differences; Health behaviours
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APA (6th Edition):
Lawson, M. H. (2008). Personality Traits and Coping Styles: Predictors of dietary habits and physical activity level?. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/2918
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Lawson, Mairi H. “Personality Traits and Coping Styles: Predictors of dietary habits and physical activity level?.” 2008. Thesis, University of Edinburgh. Accessed January 17, 2021.
http://hdl.handle.net/1842/2918.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Lawson, Mairi H. “Personality Traits and Coping Styles: Predictors of dietary habits and physical activity level?.” 2008. Web. 17 Jan 2021.
Vancouver:
Lawson MH. Personality Traits and Coping Styles: Predictors of dietary habits and physical activity level?. [Internet] [Thesis]. University of Edinburgh; 2008. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/1842/2918.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Lawson MH. Personality Traits and Coping Styles: Predictors of dietary habits and physical activity level?. [Thesis]. University of Edinburgh; 2008. Available from: http://hdl.handle.net/1842/2918
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Edinburgh
2.
McFarlane, Henriett A.
Time perception: paradigms, methods, target duration and individual differences.
Degree: 2008, University of Edinburgh
URL: http://hdl.handle.net/1842/2906
► The present study assessed the role of the time judgement paradigms of prospective and retrospective durations, the length of durations and the effects of the…
(more)
▼ The present study assessed the role of the time judgement paradigms of prospective
and retrospective durations, the length of durations and the effects of the states of
mood and arousal in time perception. The role of the biological variable of circadian
types was also assessed. Long target durations were judged as shorter than whereas
short target durations were judged as longer. Duration judgement paradigms did not
affect perception of time and neither did mood and circadian type. It was not possible
to assess the relationship between arousal and time perception, because the sample
contained individuals (except for 2 people) who belong to the same group based on
their arousal levels. It is proposed that time estimation paradigms, methods, and
duration of target intervals all play a role in time perceptions creating a context-rich
or context poor interval and duration is probably more influential than has previously
been thought. The longer the duration the more time is allowed for information
processing and even when a participant primarily attends to the target duration he or
she still takes in information from the environment, and also from the internal
environment as he or she is conscious of her mood, emotions and thoughts. These
variables are impossible to control at the same time. Therefore, for the time being no
new model can be proposed which may describe accurately all the processes during
the perceiving of time. Mood and circadian type were not found to affect time
perception, but it is likely due to methodological shortcomings of the present study.
Advisors/Committee Members: Bak, Thomas.
Subjects/Keywords: time perception; individual differences
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APA (6th Edition):
McFarlane, H. A. (2008). Time perception: paradigms, methods, target duration and individual differences. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/2906
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
McFarlane, Henriett A. “Time perception: paradigms, methods, target duration and individual differences.” 2008. Thesis, University of Edinburgh. Accessed January 17, 2021.
http://hdl.handle.net/1842/2906.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
McFarlane, Henriett A. “Time perception: paradigms, methods, target duration and individual differences.” 2008. Web. 17 Jan 2021.
Vancouver:
McFarlane HA. Time perception: paradigms, methods, target duration and individual differences. [Internet] [Thesis]. University of Edinburgh; 2008. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/1842/2906.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
McFarlane HA. Time perception: paradigms, methods, target duration and individual differences. [Thesis]. University of Edinburgh; 2008. Available from: http://hdl.handle.net/1842/2906
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Cornell University
3.
Yu, Yue.
Copy The Means Or Copy The Goal: Individual Differences And Developmental Changes In Young Children’S Imitative Behavior.
Degree: PhD, Developmental Psychology, 2015, Cornell University
URL: http://hdl.handle.net/1813/41051
► For young children, imitation serves both a learning role to gain knowledge and skills, and a social role to connect with people. Research on young…
(more)
▼ For young children, imitation serves both a learning role to gain knowledge and skills, and a social role to connect with people. Research on young children's imitative behavior has presented a dilemma: On one hand infants and young children engage in goaldirected imitation, in which they selectively copy the model's goal, or actions that are necessary for achieving the goal. On the other hand they engage in faithful imitation or "overimitation", in which they also copy the exact manner of actions, or actions that are apparently unnecessary for achieving the goal. In this dissertation I approach this dilemma from an
individual difference perspective. Two cohorts of children (N = 48) visited the lab on 3 occasions. Each time, children were tested on two types of imitation tasks, as well as tasks measuring other aspects of development. Parents filled out questionnaires about their children. Results from children's three visit showed stable
individual differences in children's imitative behavior both within and between different types of tasks. Correlations between imitation measurements revealed two factors: one for goal-directed imitation and one for means-directed imitation. These two factors are correlated but also distinctive: goal-directed imitation is associated with children's general developmental level, Theory-of-Mind and prosocial behavior at 24 and 30 months; means-directed imitation is associated with children's executive functioning and normative reasoning at 36 months. In terms of developmental trajectory, there is a significant increase in means-directed imitation between 30 and 36 months of age, which coincide with an increase in children's normative reasoning. These results are discussed in terms of their implications for understanding children's social learning mechanisms, and also in terms of continuity in
individual differences among infants and young children.
Advisors/Committee Members: Kushnir,Tamar (chair), Robertson,Steven S (committee member), Booth,James (committee member), Casasola,Marianella (committee member).
Subjects/Keywords: imitation; individual differences; social learning
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APA (6th Edition):
Yu, Y. (2015). Copy The Means Or Copy The Goal: Individual Differences And Developmental Changes In Young Children’S Imitative Behavior. (Doctoral Dissertation). Cornell University. Retrieved from http://hdl.handle.net/1813/41051
Chicago Manual of Style (16th Edition):
Yu, Yue. “Copy The Means Or Copy The Goal: Individual Differences And Developmental Changes In Young Children’S Imitative Behavior.” 2015. Doctoral Dissertation, Cornell University. Accessed January 17, 2021.
http://hdl.handle.net/1813/41051.
MLA Handbook (7th Edition):
Yu, Yue. “Copy The Means Or Copy The Goal: Individual Differences And Developmental Changes In Young Children’S Imitative Behavior.” 2015. Web. 17 Jan 2021.
Vancouver:
Yu Y. Copy The Means Or Copy The Goal: Individual Differences And Developmental Changes In Young Children’S Imitative Behavior. [Internet] [Doctoral dissertation]. Cornell University; 2015. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/1813/41051.
Council of Science Editors:
Yu Y. Copy The Means Or Copy The Goal: Individual Differences And Developmental Changes In Young Children’S Imitative Behavior. [Doctoral Dissertation]. Cornell University; 2015. Available from: http://hdl.handle.net/1813/41051
4.
Borella, Erika.
Reading comprehension, working memory and inhibition: a
lifespan perspective.
Degree: 2006, Université de Genève
URL: http://doc.rero.ch/record/5987
► L'influence de la mémoire de travail (MdT), de l'inhibition et de la vitesse de traitement est souvent évoquée pour rendre compte des différences d'âge et…
(more)
▼ L'influence de la mémoire de travail (MdT), de
l'inhibition et de la vitesse de traitement est souvent évoquée
pour rendre compte des différences d'âge et individuelles dans un
grand nombre d'habiletés cognitives lors du développement et du
vieillissement. Le but de cette étude est d'examiner l'influence
conjointe de ces mécanismes dans la compréhension de textes, en
dissociant la compréhension de la mémoire pour le texte, chez des
enfants, des jeunes et des adultes âgés. Les modèles en équations
structurales ont montré que, indépendamment de la période d'âge
considérée, l'effet de l'âge sur la compréhension et la mémoire
pour le texte est médiatisé par la MdT, qui à son tour, est
influencée par l'inhibition et la vitesse. Les résultats suggèrent
que les mêmes mécanismes cognitifs expliquent les différences d'âge
dans la compréhension de textes tout au travers de la vie;
cependant leur poids change selon la période de vie
considérée.
Advisors/Committee Members: Ribaupierre, Anik (Dir.).
Subjects/Keywords: individual differences
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APA ·
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APA (6th Edition):
Borella, E. (2006). Reading comprehension, working memory and inhibition: a
lifespan perspective. (Thesis). Université de Genève. Retrieved from http://doc.rero.ch/record/5987
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Borella, Erika. “Reading comprehension, working memory and inhibition: a
lifespan perspective.” 2006. Thesis, Université de Genève. Accessed January 17, 2021.
http://doc.rero.ch/record/5987.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Borella, Erika. “Reading comprehension, working memory and inhibition: a
lifespan perspective.” 2006. Web. 17 Jan 2021.
Vancouver:
Borella E. Reading comprehension, working memory and inhibition: a
lifespan perspective. [Internet] [Thesis]. Université de Genève; 2006. [cited 2021 Jan 17].
Available from: http://doc.rero.ch/record/5987.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Borella E. Reading comprehension, working memory and inhibition: a
lifespan perspective. [Thesis]. Université de Genève; 2006. Available from: http://doc.rero.ch/record/5987
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Houston
5.
Roberts, Zachary.
The Effects of Proactive Personality, Collectivism, and Conscientiousness on Training Motivation.
Degree: MA, Psychology, Industrial and Organizational, 2016, University of Houston
URL: http://hdl.handle.net/10657/3173
► Given the growing value placed on personal initiative at work, increasingly diverse workforce, and mixed conclusions about trainee conscientiousness, it is imperative to examine how…
(more)
▼ Given the growing value placed on personal initiative at work, increasingly diverse workforce, and mixed conclusions about trainee conscientiousness, it is imperative to examine how trainee proactive personality, collectivism, and conscientiousness influence motivation to learn and subsequent transfer intentions during training. I propose a conditional, indirect process model where proactive personality interacts with collectivism and conscientiousness to influence transfer intentions partially through their effects on motivation to learn. Integrating the “Initiative Paradox” (Campbell, 2000) and motivation-based, resource-based, and trait theories, I predict that the positive relationship between trainee proactive personality and training motivation variables is enhanced by their collectivism and hindered by their conscientiousness. Results of analyses on data collected from a culturally diverse sample of engineers were largely consistent with my arguments showing that trainee proactive personality had a positive effect on transfer intentions partially through motivation to learn and that this relationship is buffered by conscientiousness. However, support for the hypothesized bolstering effect of trainee collectivism was not found. Ultimately, several practical and research implications are suggested serving to grow our understanding of the importance of trainee
differences for successful training transfer.
Advisors/Committee Members: Spitzmueller, Christiane (advisor), Campion, James E. (committee member), Steinberg, Lynne (committee member).
Subjects/Keywords: Training Motivation; Individual differences
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APA ·
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Manager
APA (6th Edition):
Roberts, Z. (2016). The Effects of Proactive Personality, Collectivism, and Conscientiousness on Training Motivation. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3173
Chicago Manual of Style (16th Edition):
Roberts, Zachary. “The Effects of Proactive Personality, Collectivism, and Conscientiousness on Training Motivation.” 2016. Masters Thesis, University of Houston. Accessed January 17, 2021.
http://hdl.handle.net/10657/3173.
MLA Handbook (7th Edition):
Roberts, Zachary. “The Effects of Proactive Personality, Collectivism, and Conscientiousness on Training Motivation.” 2016. Web. 17 Jan 2021.
Vancouver:
Roberts Z. The Effects of Proactive Personality, Collectivism, and Conscientiousness on Training Motivation. [Internet] [Masters thesis]. University of Houston; 2016. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/10657/3173.
Council of Science Editors:
Roberts Z. The Effects of Proactive Personality, Collectivism, and Conscientiousness on Training Motivation. [Masters Thesis]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/3173
University of Debrecen
6.
Országh, Viktória.
Affecting factors in language learning
.
Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen
URL: http://hdl.handle.net/2437/163763
► In my thesis I intend to deal with personality and individual differences, language aptitude, family background, self-motivation and motivation, anxiety and creativity, and the difference…
(more)
▼ In my thesis I intend to deal with personality and
individual differences, language
aptitude, family background, self-motivation and motivation, anxiety and creativity, and the
difference between learning our mother language and the second language. An analysis will be taken through a questionnaire answered by language learners in my writing. These
factors I think can lead us to the better understanding of language learning and that way
help to become more successful in language teaching.
Advisors/Committee Members: Sankó, Gyula (advisor).
Subjects/Keywords: psychology;
affecting factors;
individual differences
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APA (6th Edition):
Országh, V. (2013). Affecting factors in language learning
. (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/163763
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Országh, Viktória. “Affecting factors in language learning
.” 2013. Thesis, University of Debrecen. Accessed January 17, 2021.
http://hdl.handle.net/2437/163763.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Országh, Viktória. “Affecting factors in language learning
.” 2013. Web. 17 Jan 2021.
Vancouver:
Országh V. Affecting factors in language learning
. [Internet] [Thesis]. University of Debrecen; 2013. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/2437/163763.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Országh V. Affecting factors in language learning
. [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/163763
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Minnesota
7.
Willoughby, Emily.
Free will, determinism, and intuitive judgments about the heritability of behavior.
Degree: MA, Psychology, 2019, University of Minnesota
URL: http://hdl.handle.net/11299/208970
► The fact that genes and environment contribute differentially to variation in human behaviors, traits and attitudes is central to the field of behavior genetics. Perceptions…
(more)
▼ The fact that genes and environment contribute differentially to variation in human behaviors, traits and attitudes is central to the field of behavior genetics. Perceptions about these differential contributions may affect ideas about human agency. We surveyed two independent samples (N = 301 and N = 740) to assess beliefs about free will, determinism, political orientation, and the relative contribution of genes and environment to 21 human traits. We find that lay estimates of genetic influence on these traits cluster into four distinct groups, which differentially predict beliefs about human agency, political orientation, and religiosity. Despite apparent ideological associations with these beliefs, the correspondence between mean lay estimates and published heritability estimates for the surveyed traits is large (r = .77). Belief in genetic determinism emerges as a modest predictor of accuracy in these lay estimates. Additionally, educated mothers with multiple children emerge as particularly accurate in their estimates of the genetic contribution to these traits.
Subjects/Keywords: Behavior genetics; Individual differences
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APA (6th Edition):
Willoughby, E. (2019). Free will, determinism, and intuitive judgments about the heritability of behavior. (Masters Thesis). University of Minnesota. Retrieved from http://hdl.handle.net/11299/208970
Chicago Manual of Style (16th Edition):
Willoughby, Emily. “Free will, determinism, and intuitive judgments about the heritability of behavior.” 2019. Masters Thesis, University of Minnesota. Accessed January 17, 2021.
http://hdl.handle.net/11299/208970.
MLA Handbook (7th Edition):
Willoughby, Emily. “Free will, determinism, and intuitive judgments about the heritability of behavior.” 2019. Web. 17 Jan 2021.
Vancouver:
Willoughby E. Free will, determinism, and intuitive judgments about the heritability of behavior. [Internet] [Masters thesis]. University of Minnesota; 2019. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/11299/208970.
Council of Science Editors:
Willoughby E. Free will, determinism, and intuitive judgments about the heritability of behavior. [Masters Thesis]. University of Minnesota; 2019. Available from: http://hdl.handle.net/11299/208970
University of Ontario Institute of Technology
8.
Markovich, Louise.
Examining students??? attitudes toward blended learning in adult literacy and basic skills programs.
Degree: 2016, University of Ontario Institute of Technology
URL: http://hdl.handle.net/10155/647
► Literacy and Basic Skills (LBS) programs offer adult learners, with low literacy and basic skills, opportunities to improve employment skills and pre-requisite courses for entrance…
(more)
▼ Literacy and Basic Skills (LBS) programs offer adult learners, with low literacy and basic skills, opportunities to improve employment skills and pre-requisite courses for entrance into post-secondary education. Barriers to learning that students encounter in LBS programs might be reduced through a blended learning instructional approach. Due to limited access to technology in LBS programs, little is known about attitudes of LBS students toward online learning. The purpose of this study was to investigate the attitudes of community college students at three LBS sites toward blended learning, perceived success in blended learning, and
individual differences among students with respect to their attitudes toward blended learning. Over 90% of 149 LBS students (94 male, 55 female) who participated in the study agreed that they achieved success in the program; their learning needs were met through face-to-face class attendance, and they indicated that in-class communication with instructors and peers was important for learning. By comparison, 40% of students agreed that the online activities met their learning needs, and less than 25% of students agreed they could learn online effectively. Some students avoided online content due to their limited computer skills or because they viewed the content as unnecessary for course requirement. Students preferred face-to-face learning over online learning because they viewed the face-to-face format as encouraging, supportive, and collaborative. Students reported that more online learning opportunities were needed when they were not able to attend class or for support of specific learning skills. Age and time out of formal education was significantly and positively correlated with preference for face-to-face learning. Level of education was significantly, negatively correlated with preference for online learning.
Advisors/Committee Members: Li, Jia, Kay, Robin.
Subjects/Keywords: Blended learning; Success; Individual differences
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APA ·
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APA (6th Edition):
Markovich, L. (2016). Examining students??? attitudes toward blended learning in adult literacy and basic skills programs. (Thesis). University of Ontario Institute of Technology. Retrieved from http://hdl.handle.net/10155/647
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Markovich, Louise. “Examining students??? attitudes toward blended learning in adult literacy and basic skills programs.” 2016. Thesis, University of Ontario Institute of Technology. Accessed January 17, 2021.
http://hdl.handle.net/10155/647.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Markovich, Louise. “Examining students??? attitudes toward blended learning in adult literacy and basic skills programs.” 2016. Web. 17 Jan 2021.
Vancouver:
Markovich L. Examining students??? attitudes toward blended learning in adult literacy and basic skills programs. [Internet] [Thesis]. University of Ontario Institute of Technology; 2016. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/10155/647.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Markovich L. Examining students??? attitudes toward blended learning in adult literacy and basic skills programs. [Thesis]. University of Ontario Institute of Technology; 2016. Available from: http://hdl.handle.net/10155/647
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Washington University in St. Louis
9.
Jang, Daisung.
Negotiation in All Its Phases: Theory and Data on Behavior Before, During, and After Bargaining.
Degree: PhD, Business Administration, 2016, Washington University in St. Louis
URL: https://openscholarship.wustl.edu/art_sci_etds/817
► Negotiation consists of a sequence of activities that occur before, during, and after the bargaining process of exchanging offers and counteroffers (Geertz, 1978; Williams,…
(more)
▼ Negotiation consists of a sequence of activities that occur before, during, and after the bargaining process of exchanging offers and counteroffers (Geertz, 1978; Williams, 1985; Zartman & Berman, 1983). It is a central process in many social contexts, especially those that involve exchange of goods or resources or redefining patterns of interdependence, such as when making sales, or business acquisitions. Because of its importance in social life, expert practitioners and social scientists have been attempting to investigate and understand this process for a very long time. The resulting prescriptive theories of negotiation serve to guide the thoughts and actions of negotiators who follow the advice contained within.
The first aim of this dissertation is to examine those prescriptive theories, in particular the prescriptive theories generated using social science methods. Such theories are used in the training of students in business schools, and so are influential in shaping the thoughts and actions of business professionals. But such theories may be incomplete, as some critics have noted that research focuses around the bargaining aspect of negotiations (Barley, 1991; Pruitt & Carnevale, 1993). Although those comments were based on narrative reviews of the literature, they pose important reflexive and practical questions. Was the organizational research on negotiation focused too narrowly on measuring only one aspect of negotiations?
To address this question, I conduct two studies in Chapter 1. In Study 1, I aim to systematically examine empirical research on negotiations, to formally test Barley and Pruitt and Carnevales hypothesis. In Study 2, I compare prescriptive theories generated from social scientific research to prescriptive theories generated by experts in different domains of practice, in order to test whether prescriptions generated using social science focus on bargaining aspects as compared to prescriptions generated by experts in a variety of social contexts, such as mergers and acquisitions, sales, and law enforcement. Preliminary evidence in these studies provide support for the hypotheses; results for Study 1 suggest social scientific research on negotiations overwhelmingly measures behavior in the bargaining aspect of negotiation, and results in Study 2 suggest a significant concentration of advice in the bargaining phase of negotiation in books authored by social scientists as compared to expert practitioners.
Although much has been learned by studying the bargaining process, many consequential negotiation behaviors that occur before and after the bargaining process have been left largely unexamined. For example, diplomats report spending 75% of their time in preparation for negotiations (Zartman, 2006). Poor performance following mergers and acquisitions have inspired books that solely target the post-merger integration process (e.g., After the Merger: Managing the Shockwaves; Pritchett, 2014). Few methods exist to measure behavior in pre- and post- bargaining phases.…
Advisors/Committee Members: William Hillary Anger P. Bottom Elfenbein, Andrew P. Knight, Michael J. Strube, Andrea Schneider.
Subjects/Keywords: Individual differences; Negotiation theory
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APA (6th Edition):
Jang, D. (2016). Negotiation in All Its Phases: Theory and Data on Behavior Before, During, and After Bargaining. (Doctoral Dissertation). Washington University in St. Louis. Retrieved from https://openscholarship.wustl.edu/art_sci_etds/817
Chicago Manual of Style (16th Edition):
Jang, Daisung. “Negotiation in All Its Phases: Theory and Data on Behavior Before, During, and After Bargaining.” 2016. Doctoral Dissertation, Washington University in St. Louis. Accessed January 17, 2021.
https://openscholarship.wustl.edu/art_sci_etds/817.
MLA Handbook (7th Edition):
Jang, Daisung. “Negotiation in All Its Phases: Theory and Data on Behavior Before, During, and After Bargaining.” 2016. Web. 17 Jan 2021.
Vancouver:
Jang D. Negotiation in All Its Phases: Theory and Data on Behavior Before, During, and After Bargaining. [Internet] [Doctoral dissertation]. Washington University in St. Louis; 2016. [cited 2021 Jan 17].
Available from: https://openscholarship.wustl.edu/art_sci_etds/817.
Council of Science Editors:
Jang D. Negotiation in All Its Phases: Theory and Data on Behavior Before, During, and After Bargaining. [Doctoral Dissertation]. Washington University in St. Louis; 2016. Available from: https://openscholarship.wustl.edu/art_sci_etds/817
University of Georgia
10.
Williams, Cristina.
Individual differences in thinking styles and overconfidence.
Degree: 2014, University of Georgia
URL: http://hdl.handle.net/10724/29351
► Overconfidence is a pervasive reasoning bias and refers to unwarranted confidence in one’s knowledge or judgment. Most reasoning theories acknowledge that people reason both analytically…
(more)
▼ Overconfidence is a pervasive reasoning bias and refers to unwarranted confidence in one’s knowledge or judgment. Most reasoning theories acknowledge that people reason both analytically and intuitively. Past research has revealed that
intuitivelyoriented individuals commit more reasoning biases. The hypothesis of this study was that heuristic processing contributes to the overconfidence bias. Two hundred seventeen participants completed a general-knowledge calibration task assessing
overconfidence and Epstein’s Rational Experiential Inventory (REI) measuring analytic and intuitive thinking styles. Results supported the hypothesis that intuitive thinking style is a significant predictor of overconfidence.
Subjects/Keywords: individual differences; overconfidence; thinking styles
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APA (6th Edition):
Williams, C. (2014). Individual differences in thinking styles and overconfidence. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/29351
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Williams, Cristina. “Individual differences in thinking styles and overconfidence.” 2014. Thesis, University of Georgia. Accessed January 17, 2021.
http://hdl.handle.net/10724/29351.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Williams, Cristina. “Individual differences in thinking styles and overconfidence.” 2014. Web. 17 Jan 2021.
Vancouver:
Williams C. Individual differences in thinking styles and overconfidence. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/10724/29351.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Williams C. Individual differences in thinking styles and overconfidence. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/29351
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Vanderbilt University
11.
Sunday, Mackenzie Ann.
Behavioral and neural correlates of domain-general object recognition ability.
Degree: PhD, Psychology, 2019, Vanderbilt University
URL: http://hdl.handle.net/1803/12307
► Recent research has found evidence of a domain-general object recognition ability, called o, which is distinct from general intelligence and other cognitive and personality constructs.…
(more)
▼ Recent research has found evidence of a domain-general object recognition ability, called o, which is distinct from general intelligence and other cognitive and personality constructs. In a first study, we used latent variable modeling to examine how this ability relates to the ability to recognize familiar objects. We found that novel and familiar object recognition factors perfectly correlated, suggesting that o underlies recognition of both novel and real-world object categories. In a second study, we explored potential neural correlates of o using an adaptation approach with functional magnetic resonance imaging. We found that several regions in the temporal and parietal lobes, including three independently-localized object-selective and one face-selective region, positively correlated with o. Correlations between the neural signals in these regions suggested common variance in distributed neural correlates is predictive of domain-general object recognition ability. Together, these two studies establish o as a construct with real-world relevance and measurable neural correlates, laying the groundwork for future studies of o.
Advisors/Committee Members: Kari Hoffman (committee member), Tom Palmeri (committee member), Sun-Joo Cho (committee member), Isabel Gauthier (Committee Chair).
Subjects/Keywords: object recognition; individual differences; fMRI
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APA (6th Edition):
Sunday, M. A. (2019). Behavioral and neural correlates of domain-general object recognition ability. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12307
Chicago Manual of Style (16th Edition):
Sunday, Mackenzie Ann. “Behavioral and neural correlates of domain-general object recognition ability.” 2019. Doctoral Dissertation, Vanderbilt University. Accessed January 17, 2021.
http://hdl.handle.net/1803/12307.
MLA Handbook (7th Edition):
Sunday, Mackenzie Ann. “Behavioral and neural correlates of domain-general object recognition ability.” 2019. Web. 17 Jan 2021.
Vancouver:
Sunday MA. Behavioral and neural correlates of domain-general object recognition ability. [Internet] [Doctoral dissertation]. Vanderbilt University; 2019. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/1803/12307.
Council of Science Editors:
Sunday MA. Behavioral and neural correlates of domain-general object recognition ability. [Doctoral Dissertation]. Vanderbilt University; 2019. Available from: http://hdl.handle.net/1803/12307
University of New South Wales
12.
King, Gabrielle.
Individual Differences in Rate of Extinction and Relapse.
Degree: Psychology, 2018, University of New South Wales
URL: http://handle.unsw.edu.au/1959.4/60221
;
https://unsworks.unsw.edu.au/fapi/datastream/unsworks:51259/SOURCE2?view=true
► The current challenge in treating anxiety disorders is not how to reduce fear, but how to reduce relapse. In this thesis I aimed to gain…
(more)
▼ The current challenge in treating anxiety disorders is not how to reduce fear, but how to reduce relapse. In this thesis I aimed to gain insight into the processes underpinning relapse, which might further our treatment of anxiety disorders. Using a rodent model I first examined whether
individual differences in the rate of extinction are associated with vulnerability to relapse (Chapter 3). I found that when tested under “mild” relapse conditions Slow Extinguishers showed relapse but Fast Extinguisher did not. Interestingly, it is not the case that Fast Extinguishers fail to ever exhibit relapse of fear following extinction training as both Fast and Slow Extinguishers showed comparable, high-levels of relapse when tested under “strong” relapse conditions. In other words, I found that Slow Extinguishers are more vulnerable to relapse than Fast Extinguishers. Next, I examined the molecular basis of these
individual differences in rate of extinction (Chapter 4). I measured NR1, NR2A, NR2B, TrkB, pTrkB, BDNF, and cFos protein levels in the PFC, amygdala, and hippocampus, and, in general, there was a surprising lack of difference between Fast and Slow Extinguishers with most of these signals. However, there was some indication of a difference between Fast and Slow Extinguishers in NMDA receptor protein levels. To further explore this potential difference in NMDA receptors between Fast and Slow Extinguishers I then examined whether a partial NMDA receptor agonist, d-cycloserine (DCS), differentially affected relapse in the two conditions (Chapter 5). I consistently found that while DCS reduced relapse for Fast Extinguishers, it had minimal effects on reducing relapse for Slow Extinguishers. Individually, these Chapters address issues about reconciling mixed findings in the literature about relapse, the targeted delivery of relapse prevention strategies, methodological considerations of Western Blotting, and factors which influence the effectiveness of DCS in enhancing extinction/exposure therapy. Taken together, the experiments presented in this thesis highlight that there is value in considering
individual differences and raise questions about how the processes involved in extinction might differ for Fast and Slow Extinguishers, the implications this might have for other tasks, and the importance of improving and developing strategies for relapse prevention.
Advisors/Committee Members: Richardson, Rick, Psychology, Faculty of Science, UNSW, Graham, Bronwyn, Psychology, Faculty of Science, UNSW.
Subjects/Keywords: D-cycloserine; Individual differences; Extinction
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APA (6th Edition):
King, G. (2018). Individual Differences in Rate of Extinction and Relapse. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/60221 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:51259/SOURCE2?view=true
Chicago Manual of Style (16th Edition):
King, Gabrielle. “Individual Differences in Rate of Extinction and Relapse.” 2018. Doctoral Dissertation, University of New South Wales. Accessed January 17, 2021.
http://handle.unsw.edu.au/1959.4/60221 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:51259/SOURCE2?view=true.
MLA Handbook (7th Edition):
King, Gabrielle. “Individual Differences in Rate of Extinction and Relapse.” 2018. Web. 17 Jan 2021.
Vancouver:
King G. Individual Differences in Rate of Extinction and Relapse. [Internet] [Doctoral dissertation]. University of New South Wales; 2018. [cited 2021 Jan 17].
Available from: http://handle.unsw.edu.au/1959.4/60221 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:51259/SOURCE2?view=true.
Council of Science Editors:
King G. Individual Differences in Rate of Extinction and Relapse. [Doctoral Dissertation]. University of New South Wales; 2018. Available from: http://handle.unsw.edu.au/1959.4/60221 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:51259/SOURCE2?view=true
The Ohio State University
13.
Rim, Hye Bin.
Maximizing, Satisficing and Their Impacts on Decision-Making
Behaviors.
Degree: PhD, Psychology, 2012, The Ohio State University
URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1354579940
► When making a decision, some individuals have a strong desire towards maximizing decisional outcomes (i.e., maximizing tendency), while others tend to aim for satisfactory outcomes…
(more)
▼ When making a decision, some individuals have a strong
desire towards maximizing decisional outcomes (i.e., maximizing
tendency), while others tend to aim for satisfactory outcomes that
meet acceptability thresholds (i.e., satisficing tendency). This
study is designed to extend the research on
individual differences
in maximizing and satisficing tendencies. In particular, the
purpose of this research is twofold, which includes assessing the
construct validity of the Maximization Inventory (MI) and exploring
the impact of maximizing versus satisficing tendencies on one’s
decision-making behaviors, in particular information acquisition
and processing.To evaluate the construct validity of the MI scores
empirically, the MI scores were examined with respect to their
ability to predict the amount of effort participants exerted during
decision-making (Study 1) and their degree of confidence in
decision outcomes (Study 1 and 2). Additionally, the relationships
between maximizing, satisficing, and decision-making behaviors were
investigated in an experience-based gambling task (Study 1), a
binary choice task (Study 2), and decision-making competence task
(Study 3). Study results provide empirical evidence that the MI
scores possess satisfactory construct validity. Additionally,
findings from Study 1 and 2 indicate that maximizers tend to search
for a large amount of information and to interpret the information
conservatively. Maximizers’ information processing style, in turn,
moderates the size of the decision-experience gap (Study 1) and the
degree of information distortion present during the choice process
(Study 2). The results from Study 3 suggest that neither maximizing
nor satisficing are significantly related to one’s decision-making
competence, defined as the ability to follow normative standards of
optimal decision-making processes. Findings from the present
research suggest that
individual differences in the tendencies to
maximize and satisfice significantly impact one’s decision-making
behavior. Implications of the research results and unanswered
questions for future research are discussed.
Advisors/Committee Members: Nygren, Thomas (Advisor).
Subjects/Keywords: Psychology; Maximizing; Satisficing; Individual differences
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APA (6th Edition):
Rim, H. B. (2012). Maximizing, Satisficing and Their Impacts on Decision-Making
Behaviors. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1354579940
Chicago Manual of Style (16th Edition):
Rim, Hye Bin. “Maximizing, Satisficing and Their Impacts on Decision-Making
Behaviors.” 2012. Doctoral Dissertation, The Ohio State University. Accessed January 17, 2021.
http://rave.ohiolink.edu/etdc/view?acc_num=osu1354579940.
MLA Handbook (7th Edition):
Rim, Hye Bin. “Maximizing, Satisficing and Their Impacts on Decision-Making
Behaviors.” 2012. Web. 17 Jan 2021.
Vancouver:
Rim HB. Maximizing, Satisficing and Their Impacts on Decision-Making
Behaviors. [Internet] [Doctoral dissertation]. The Ohio State University; 2012. [cited 2021 Jan 17].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1354579940.
Council of Science Editors:
Rim HB. Maximizing, Satisficing and Their Impacts on Decision-Making
Behaviors. [Doctoral Dissertation]. The Ohio State University; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1354579940
Ohio University
14.
Smith, Stephanie M.
Implicit Theories of Intelligence as a Moderator of the
Relationship between Experience-Taking and Performance.
Degree: PhD, Social Sciences (Arts and Sciences), 2017, Ohio University
URL: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1488469384127714
► Experience-taking is the process by which readers merge with a character in a narrative. Via this process, readers lose awareness of self and surroundings and…
(more)
▼ Experience-taking is the process by which readers
merge with a character in a narrative. Via this process, readers
lose awareness of self and surroundings and adopt the character’s
perspective, including thoughts, attitudes, and behaviors. Previous
research has demonstrated an association between engaging in
experience-taking with a successful character and increased
performance in a similar evaluative domain. The current studies
sought to investigate a potential moderator of this relationship,
specifically, implicit theories of intelligence, or the different
ways individuals view the stability (e.g., entity theorists) or
malleability (e.g., incremental theorists) of intelligence. In
Study 1,participants read a narrative about a character who
expressed either entity or incremental beliefs and then
subsequently performed successfully on a verbal task. Participants
then reported their engagement in experience-taking and their
confidence and motivation to perform well on a similar task.
Results indicated that entity theorists were significantly less
likely to engage in experience-taking than incremental theorists.
In addition, entity theorists that did engage in experience-taking
reported a greater ability to relate to the feelings of the
character than those who did not engage in experience-taking. Study
2 used a similar design as Study 1 except I eliminated the
manipulation regarding the character’s belief and instead, the
ending was manipulated such that the character experienced either
success or failure at the task. Results again showed that entity
theorists were significantly less likely to engage in
experience-taking than incremental theorists. In addition, there
was a significant three-way interaction of condition (success vs.
failure), entity beliefs, and experience-taking in predicting
motivation. Finally, for Study 3, participants read the same basic
narrative without any manipulation and completed a task like the
one completed by the character. As in Studies 1 and 2, entity
theorists were significantly less likely to engage in
experience-taking than incremental theorists. However,
experience-taking did not significantly predict performance and
entity beliefs and perceived verbal ability did not interact to
predict experience-taking, ashypothesized. Discussion focuses on
both the theoretical and practical implications of the association
between implicit theories of intelligence and
experience-taking.
Advisors/Committee Members: Markman, Keith (Advisor), Alicke, Mark (Committee Chair).
Subjects/Keywords: Psychology; Psychology; Narratives; Individual Differences
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APA (6th Edition):
Smith, S. M. (2017). Implicit Theories of Intelligence as a Moderator of the
Relationship between Experience-Taking and Performance. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1488469384127714
Chicago Manual of Style (16th Edition):
Smith, Stephanie M. “Implicit Theories of Intelligence as a Moderator of the
Relationship between Experience-Taking and Performance.” 2017. Doctoral Dissertation, Ohio University. Accessed January 17, 2021.
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1488469384127714.
MLA Handbook (7th Edition):
Smith, Stephanie M. “Implicit Theories of Intelligence as a Moderator of the
Relationship between Experience-Taking and Performance.” 2017. Web. 17 Jan 2021.
Vancouver:
Smith SM. Implicit Theories of Intelligence as a Moderator of the
Relationship between Experience-Taking and Performance. [Internet] [Doctoral dissertation]. Ohio University; 2017. [cited 2021 Jan 17].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1488469384127714.
Council of Science Editors:
Smith SM. Implicit Theories of Intelligence as a Moderator of the
Relationship between Experience-Taking and Performance. [Doctoral Dissertation]. Ohio University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1488469384127714
Universiteit Utrecht
15.
Tolboom, S.J.
Individual differences in processing temporarily ambiguous quantifiers.
Degree: 2012, Universiteit Utrecht
URL: http://dspace.library.uu.nl:8080/handle/1874/256085
► In previous research, individual differences have been found in quantifier interpretation. When people are asked to complete sentences such as “Four flowers were put in…
(more)
▼ In previous research,
individual differences have been found in quantifier interpretation. When people are asked to complete sentences such as “Four flowers were put in the vase. Three…”, most people prefer a subset reading for the second sentence, i.e. a reading in which “three” refers to three of the four flowers that were mentioned previously. However, in studies on quantifier processing, only a subgroup of readers have shown effects that are associated with revision, when the quantifier of the second sentence in the sequence was not compatible with the preferred subset reading (i.e. larger than the first). This subgroup of readers was characterized by their performance on comprehension statements that followed the sentence sequences in the quantifier processing study: Poor comprehenders did show a revision effect, while Good comprehenders did not.
We replicated a self-paced reading study of quantifier interpretation designed by Kaan, Alcocer, Barkley and Dallas (2007) and compared Poor and Good comprehenders on language and reading ability (as measured by the Shipley vocabulary task), working memory (as measured by an operation span and a reading span task) and attention (as measured by a situational motivation questionnaire). These measures were hypothesized to be factors in performance on the quantifier interpretation task by modulating reading comprehension and/or commitment to a particular reading of the sentence.
Differences between Poor and Good comprehenders existed on tasks of working memory and language ability, but not on motivation. Unexpectedly, the best predictor of accuracy on the comprehension statements was the distracter task used in the operation span task. This distracter task involved the verification of simple math problems of the form “Is (8 : 2) – 3 = 1 ?”. However, performance on this equation verification task was not found to be related specifically to the interpretation of the quantities mentioned in the sentences, but was associated with general comprehension of the sentence sequences. This suggested that
individual differences in quantifier interpretation were related to general cognitive capacities such as working memory and language skills.
Advisors/Committee Members: Kaan, E., Wijnen, F.N.K..
Subjects/Keywords: quantifier; discourse; self-paced reading; individual differences
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APA (6th Edition):
Tolboom, S. J. (2012). Individual differences in processing temporarily ambiguous quantifiers. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/256085
Chicago Manual of Style (16th Edition):
Tolboom, S J. “Individual differences in processing temporarily ambiguous quantifiers.” 2012. Masters Thesis, Universiteit Utrecht. Accessed January 17, 2021.
http://dspace.library.uu.nl:8080/handle/1874/256085.
MLA Handbook (7th Edition):
Tolboom, S J. “Individual differences in processing temporarily ambiguous quantifiers.” 2012. Web. 17 Jan 2021.
Vancouver:
Tolboom SJ. Individual differences in processing temporarily ambiguous quantifiers. [Internet] [Masters thesis]. Universiteit Utrecht; 2012. [cited 2021 Jan 17].
Available from: http://dspace.library.uu.nl:8080/handle/1874/256085.
Council of Science Editors:
Tolboom SJ. Individual differences in processing temporarily ambiguous quantifiers. [Masters Thesis]. Universiteit Utrecht; 2012. Available from: http://dspace.library.uu.nl:8080/handle/1874/256085
University of Utah
16.
Seegmiller, Janelle Kim.
Individual differences in susceptibility to inattentional blindness.
Degree: MS;, Psychology;, 2010, University of Utah
URL: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/1993/rec/637
► Inattentional blindness (IB) refers to the finding that people do not always see what appears in their gaze. Though IB affects large percentages of people,…
(more)
▼ Inattentional blindness (IB) refers to the finding that people do not always see what appears in their gaze. Though IB affects large percentages of people, it is unclear why there are individual differences in susceptibility. The present study addressed whether individual differences in attentional control modulate susceptibility to IB. Using an operation span task, participants were sorted into low, medium, or high levels of attentional control. Participants watched a classic IB video and were instructed to count passes among basketball players, wherein 42% failed to notice the unexpected: a person wearing a gorilla suit. When participants were on-task with their pass counts, susceptibility to IB decreased dramatically across the low, medium, and high groups (64%, 48%, and 35%, respectively). These results suggest that variability in attentional control is a potential mechanism underlying the apparent modulation of IB across individuals.
Subjects/Keywords: Inattentional blindness; Individual differences; Working memory capacity
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APA (6th Edition):
Seegmiller, J. K. (2010). Individual differences in susceptibility to inattentional blindness. (Masters Thesis). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/1993/rec/637
Chicago Manual of Style (16th Edition):
Seegmiller, Janelle Kim. “Individual differences in susceptibility to inattentional blindness.” 2010. Masters Thesis, University of Utah. Accessed January 17, 2021.
http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/1993/rec/637.
MLA Handbook (7th Edition):
Seegmiller, Janelle Kim. “Individual differences in susceptibility to inattentional blindness.” 2010. Web. 17 Jan 2021.
Vancouver:
Seegmiller JK. Individual differences in susceptibility to inattentional blindness. [Internet] [Masters thesis]. University of Utah; 2010. [cited 2021 Jan 17].
Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/1993/rec/637.
Council of Science Editors:
Seegmiller JK. Individual differences in susceptibility to inattentional blindness. [Masters Thesis]. University of Utah; 2010. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/1993/rec/637
University of Edinburgh
17.
Bell, Sophie.
Individual Differences in Student Satisfaction: An Investigation of Personality and Motivation.
Degree: 2010, University of Edinburgh
URL: http://hdl.handle.net/1842/4971
► The objective of the current study was to explore the relationships between student satisfaction, personality and motivation. Satisfaction and importance ratings across the entire university…
(more)
▼ The objective of the current study was to explore the relationships between student satisfaction, personality and motivation. Satisfaction and importance ratings across the entire university experience were measured and the applicability of Herzberg’s dual-factor theory of motivation was investigated.
The Five-Factor Model of personality and the Academic Motivation Scale were used to assess 112 Humanities and Social Sciences undergraduates at the University of Edinburgh. We designed a Student Satisfaction Survey based on existing surveys. General linear models were used to analyse the predictive power of demographic variables, personality and motivation for satisfaction and importance ratings.
The Student Satisfaction Survey was reduced to satisfaction and importance factors that were definable in terms of Herzberg’s motivator and hygiene variables. Significant correlations between Neuroticism, Extraversion and Agreeableness and satisfaction were revealed. Amotivation correlated negatively with satisfaction and importance ratings. Main effects of personality and motivation were identified.
The study provided new evidence of
individual difference within student satisfaction. Practical implications included the identification of feedback and assessment as areas for improvement. Directions for future research are discussed in light of the current findings.
Advisors/Committee Members: Weiss, Alex.
Subjects/Keywords: student satisfaction; personality; motivation; individual differences
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Manager
APA (6th Edition):
Bell, S. (2010). Individual Differences in Student Satisfaction: An Investigation of Personality and Motivation. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/4971
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Bell, Sophie. “Individual Differences in Student Satisfaction: An Investigation of Personality and Motivation.” 2010. Thesis, University of Edinburgh. Accessed January 17, 2021.
http://hdl.handle.net/1842/4971.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Bell, Sophie. “Individual Differences in Student Satisfaction: An Investigation of Personality and Motivation.” 2010. Web. 17 Jan 2021.
Vancouver:
Bell S. Individual Differences in Student Satisfaction: An Investigation of Personality and Motivation. [Internet] [Thesis]. University of Edinburgh; 2010. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/1842/4971.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Bell S. Individual Differences in Student Satisfaction: An Investigation of Personality and Motivation. [Thesis]. University of Edinburgh; 2010. Available from: http://hdl.handle.net/1842/4971
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
18.
Tran, Randy.
Incidental Learning and Explicit Knowledge.
Degree: Psychology, 2017, University of California – San Diego
URL: http://www.escholarship.org/uc/item/0t44j90m
► In skill acquisition, use of predictive relationships are needed to perform optimally and are assumed to be acquired independently of awareness. In three chapters, I…
(more)
▼ In skill acquisition, use of predictive relationships are needed to perform optimally and are assumed to be acquired independently of awareness. In three chapters, I investigated how individuals exploit the predictive relationships to their advantage and address the following questions: 1) Does exploitation of predictive relationships occur when there is no explicit knowledge of the underlying structure? 2) Might some of the findings in implicit learning have very limited generalizability? 3) Lastly, does averaging across subject data mask what is learned by individuals? Altogether, my dissertation revealed people 1) strongly favored simple and verbalizable relationships, 2) used explicit knowledge of the predictive task-relevant features for optimal performance, 3) used very different strategies that were only revealed in post-experiment questioning.
Subjects/Keywords: Cognitive psychology; individual differences; knowledge; learning; memory
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APA (6th Edition):
Tran, R. (2017). Incidental Learning and Explicit Knowledge. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/0t44j90m
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Tran, Randy. “Incidental Learning and Explicit Knowledge.” 2017. Thesis, University of California – San Diego. Accessed January 17, 2021.
http://www.escholarship.org/uc/item/0t44j90m.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Tran, Randy. “Incidental Learning and Explicit Knowledge.” 2017. Web. 17 Jan 2021.
Vancouver:
Tran R. Incidental Learning and Explicit Knowledge. [Internet] [Thesis]. University of California – San Diego; 2017. [cited 2021 Jan 17].
Available from: http://www.escholarship.org/uc/item/0t44j90m.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Tran R. Incidental Learning and Explicit Knowledge. [Thesis]. University of California – San Diego; 2017. Available from: http://www.escholarship.org/uc/item/0t44j90m
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Rochester
19.
Smith, Shannon M. (1979 - ).
“Wow! That’s great!” : correlates of and variability in
responding enthusiastically.
Degree: PhD, 2012, University of Rochester
URL: http://hdl.handle.net/1802/21566
► Four studies investigated the effect of responding enthusiastically to a romantic partner's good news. Specifically, I hypothesized that 1) favorable feedback would bring about individual…
(more)
▼ Four studies investigated the effect of responding
enthusiastically to a romantic partner's good news. Specifically, I
hypothesized that 1) favorable feedback would bring about
individual and interpersonal benefits; 2a) individual differences
would affect the ability to respond enthusiastically; 2b)
individual differences would moderate the enthusiasm and benefits
relationship; 3) relational motivations would affect enthusiastic
responding; and 4) favorable feedback would vary as a function of
self-esteem and positive event type (i.e., relationship threatening
vs. non-threatening). Participants reported typical feedback to
their partner's positive experience in study 1a, whereas study 1b
involved hypothetical responses. In study 2, one partner was
randomly selected to respond to the other partner's positive event
while being primed with 1 of 3 motivational states. Participants in
study 3 wrote a hypothetical response to a partner's relationally
threatening or non-threatening positive event. Results were mixed
for hypothesis 1; participants who responded enthusiastically
derived benefits, although there was suggestion that benefits arise
simply when hearing about, not necessarily responding to, a
partner's positive event. Individual differences did affect
enthusiastic responding, as well as moderating the relationship
between enthusiasm and personal and relational benefits (hypotheses
2a & 2b). Hypotheses 3 and 4 were not supported; enthusiastic
responding did not vary due to relationship motivation or the
interaction of self-esteem and positive event type. The discussion
relates these results to research on the recipient of enthusiastic
feedback, suggests why the current results are important, and
focuses on limitations of the studies.
Subjects/Keywords: Capitalization; Individual differences; Positive events; Responsiveness
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APA (6th Edition):
Smith, S. M. (. -. ). (2012). “Wow! That’s great!” : correlates of and variability in
responding enthusiastically. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/21566
Chicago Manual of Style (16th Edition):
Smith, Shannon M (1979 - ). ““Wow! That’s great!” : correlates of and variability in
responding enthusiastically.” 2012. Doctoral Dissertation, University of Rochester. Accessed January 17, 2021.
http://hdl.handle.net/1802/21566.
MLA Handbook (7th Edition):
Smith, Shannon M (1979 - ). ““Wow! That’s great!” : correlates of and variability in
responding enthusiastically.” 2012. Web. 17 Jan 2021.
Vancouver:
Smith SM(-). “Wow! That’s great!” : correlates of and variability in
responding enthusiastically. [Internet] [Doctoral dissertation]. University of Rochester; 2012. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/1802/21566.
Council of Science Editors:
Smith SM(-). “Wow! That’s great!” : correlates of and variability in
responding enthusiastically. [Doctoral Dissertation]. University of Rochester; 2012. Available from: http://hdl.handle.net/1802/21566
Cornell University
20.
Corbin, Jonathan.
Unbounded Irrationality: Memory, Individual Differences, Framing Effects, And Fuzzy-Trace Theory.
Degree: MA, Developmental Psychology, 2013, Cornell University
URL: http://hdl.handle.net/1813/34259
► This study tests the assumption that processing limitations (in working memory capacity and numeracy) underlie biased decision-making. In these experiments, access to framing information during…
(more)
▼ This study tests the assumption that processing limitations (in working memory capacity and numeracy) underlie biased decision-making. In these experiments, access to framing information during decision-making was manipulated. Having access to the information led to larger framing biases. Counterintuitively, higher working memory predicted more framing bias, except for in those with high numeracy, suggesting spontaneous conversion between frames for high numerates. In a second experiment, relationships between memory for the problem information and decision-making were analyzed. Crucial for the some-none comparison underlying framing effects, memory for the zero-complement was related to more framing. Memory for the endowment (total lives at risk), which is crucial for spontaneous conversion between frames, led to less bias. Results support fuzzy-trace theory's conception of framing effects, specifically that bias is linked to gist (i.e., meaningful representations of the problem), whereas reduced framing is linked to rote calculation (i.e., verbatim processing).
Advisors/Committee Members: Reyna, Valerie (chair), Brainerd, Charles (committee member), Russo, J. Edward (committee member).
Subjects/Keywords: Framing; Individual Differences; Fuzzy-Trace Theory
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APA (6th Edition):
Corbin, J. (2013). Unbounded Irrationality: Memory, Individual Differences, Framing Effects, And Fuzzy-Trace Theory. (Masters Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/34259
Chicago Manual of Style (16th Edition):
Corbin, Jonathan. “Unbounded Irrationality: Memory, Individual Differences, Framing Effects, And Fuzzy-Trace Theory.” 2013. Masters Thesis, Cornell University. Accessed January 17, 2021.
http://hdl.handle.net/1813/34259.
MLA Handbook (7th Edition):
Corbin, Jonathan. “Unbounded Irrationality: Memory, Individual Differences, Framing Effects, And Fuzzy-Trace Theory.” 2013. Web. 17 Jan 2021.
Vancouver:
Corbin J. Unbounded Irrationality: Memory, Individual Differences, Framing Effects, And Fuzzy-Trace Theory. [Internet] [Masters thesis]. Cornell University; 2013. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/1813/34259.
Council of Science Editors:
Corbin J. Unbounded Irrationality: Memory, Individual Differences, Framing Effects, And Fuzzy-Trace Theory. [Masters Thesis]. Cornell University; 2013. Available from: http://hdl.handle.net/1813/34259
Cornell University
21.
Misyak, Jennifer.
Empirically Bridging Individual Differences Across Statistical Learning And Language.
Degree: PhD, Psychology, 2012, Cornell University
URL: http://hdl.handle.net/1813/31052
► Statistical learning-the process of extracting patterns from distributional properties of the input-has been proposed as a key mechanism for acquiring knowledge of the probabilistic dependencies…
(more)
▼ Statistical learning-the process of extracting patterns from distributional properties of the input-has been proposed as a key mechanism for acquiring knowledge of the probabilistic dependencies intrinsic to linguistic structure. While such a view would predict that greater sensitivity to statistical structure should lead to better language performance, this theoretical assumption has rarely been tested empirically. Accordingly, the work presented in this thesis is among the first to establish empirical links between statistical learning and language through the framework of studying
individual differences. Contrary to assumptions that incidental learning abilities are invariant across individuals, the first smallscale
individual-
differences study reported systematic
differences in statistical learning among normal adults, which were substantially correlated with broad cognitive measures, including language comprehension. In two subsequent studies, a novel experimental paradigm (the AGLSRT; Misyak, Christiansen, & Tomblin) was used to probe for within-subjects associations between
individual differences in statistical learning and online sentence processing. The findings point to an overall positive relationship between
individual differences in the statistical learning of adjacent or ii nonadjacent dependencies and learners' processing for corresponding types of structures occurring in natural language (such as for local and long-distance dependencies entailed by
subject-object relatives and
subject-verb agreement sentences). However, the complexity of the pattern of interrelations observed throughout the three studies also suggests that language and statistical learning may be related in more intricate, and sometimes counterintuitive, ways than traditionally supposed. Through discussion of theoretical implications, it is claimed that future efforts to empirically bridge together
differences in statistical learning with variations in language should aid in elucidating further the broad perceptual-cognitive processes upon which statistical learning and language mechanisms may commonly supervene. iii
Advisors/Committee Members: Christiansen, Morten H. (chair), Spivey, Michael James (committee member), Goldstein, Michael H. (committee member), Pizarro, David A. (committee member).
Subjects/Keywords: statistical learning; language processing; individual differences
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APA (6th Edition):
Misyak, J. (2012). Empirically Bridging Individual Differences Across Statistical Learning And Language. (Doctoral Dissertation). Cornell University. Retrieved from http://hdl.handle.net/1813/31052
Chicago Manual of Style (16th Edition):
Misyak, Jennifer. “Empirically Bridging Individual Differences Across Statistical Learning And Language.” 2012. Doctoral Dissertation, Cornell University. Accessed January 17, 2021.
http://hdl.handle.net/1813/31052.
MLA Handbook (7th Edition):
Misyak, Jennifer. “Empirically Bridging Individual Differences Across Statistical Learning And Language.” 2012. Web. 17 Jan 2021.
Vancouver:
Misyak J. Empirically Bridging Individual Differences Across Statistical Learning And Language. [Internet] [Doctoral dissertation]. Cornell University; 2012. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/1813/31052.
Council of Science Editors:
Misyak J. Empirically Bridging Individual Differences Across Statistical Learning And Language. [Doctoral Dissertation]. Cornell University; 2012. Available from: http://hdl.handle.net/1813/31052
Vanderbilt University
22.
Jimenez, Sofia Renee.
Preschoolers’ word learning and story comprehension during shared book reading.
Degree: MS, Psychology, 2015, Vanderbilt University
URL: http://hdl.handle.net/1803/13038
► Providing vocabulary instruction during book reading is an effective way to support word learning for preschool-aged children. We test the placement of such instruction to…
(more)
▼ Providing vocabulary instruction during book reading is an effective way to support word learning for preschool-aged children. We test the placement of such instruction to provide insight into the cognitive abilities that support word learning and story comprehension. 3-to-5-year-olds (N = 83) were read a storybook that included instruction on six new words. Instruction was provided either during (inside) or before/after (outside) the story. Children were then tested on their ability to identify the named items, generalize to unfamiliar exemplars, and comprehend the story. Word learning and story comprehension were above chance and similar across the inside and outside conditions. However, memory skills were stronger predictors of word learning and story comprehension in the inside condition. These results suggest that interactive vocabulary instruction during the story may place more demands on preschoolers’ cognitive resources and may not be equally appropriate for all children.
Advisors/Committee Members: Daniel Levin (committee member), Megan Saylor (Committee Chair).
Subjects/Keywords: individual differences; joint-book reading; word learning
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APA (6th Edition):
Jimenez, S. R. (2015). Preschoolers’ word learning and story comprehension during shared book reading. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13038
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Jimenez, Sofia Renee. “Preschoolers’ word learning and story comprehension during shared book reading.” 2015. Thesis, Vanderbilt University. Accessed January 17, 2021.
http://hdl.handle.net/1803/13038.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Jimenez, Sofia Renee. “Preschoolers’ word learning and story comprehension during shared book reading.” 2015. Web. 17 Jan 2021.
Vancouver:
Jimenez SR. Preschoolers’ word learning and story comprehension during shared book reading. [Internet] [Thesis]. Vanderbilt University; 2015. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/1803/13038.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Jimenez SR. Preschoolers’ word learning and story comprehension during shared book reading. [Thesis]. Vanderbilt University; 2015. Available from: http://hdl.handle.net/1803/13038
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
23.
Espino-P??rez, Kathy.
The role of prototypic physical features in racial identification.
Degree: MA, Psychology, 2013, California State University – Northridge
URL: http://hdl.handle.net/10211.2/3704
► The current study explored whether race-related features influence implicit and/or explicit racial identification among Black individuals. Participants completed implicit and explicit measures of racial identification.…
(more)
▼ The current study explored whether race-related features influence implicit and/or explicit racial identification among Black individuals. Participants completed implicit and explicit measures of racial identification. In addition, self and other-ratings of racial prototypicality were assessed. Analyses revealed that participants explicitly (p < .001) and implicitly identified as Black (p < .001). Although no evidence was found to suggest that implicit identification varied as a function of self-rated prototypicality (p = .88), self-rated prototypicality marginally influenced explicit identification (p = .06). In addition, there was no evidence to suggest that independent raters' assessments of racial prototypicality influenced an individuals' racial identification. Findings from this study, which is among the first to examine whether race-related physical features influence individuals who possess these features, suggest that while implicit identity was not moderated by self or other-rated prototypicality, explicit identification was marginally moderated by self, but not other-rated prototypicality.
Advisors/Committee Members: Ma, Debbie S. (advisor), Rutchick, Abraham M. (committee member).
Subjects/Keywords: Individual Differences; Dissertations, Academic – CSUN – Psychology.
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APA (6th Edition):
Espino-P??rez, K. (2013). The role of prototypic physical features in racial identification. (Masters Thesis). California State University – Northridge. Retrieved from http://hdl.handle.net/10211.2/3704
Chicago Manual of Style (16th Edition):
Espino-P??rez, Kathy. “The role of prototypic physical features in racial identification.” 2013. Masters Thesis, California State University – Northridge. Accessed January 17, 2021.
http://hdl.handle.net/10211.2/3704.
MLA Handbook (7th Edition):
Espino-P??rez, Kathy. “The role of prototypic physical features in racial identification.” 2013. Web. 17 Jan 2021.
Vancouver:
Espino-P??rez K. The role of prototypic physical features in racial identification. [Internet] [Masters thesis]. California State University – Northridge; 2013. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/10211.2/3704.
Council of Science Editors:
Espino-P??rez K. The role of prototypic physical features in racial identification. [Masters Thesis]. California State University – Northridge; 2013. Available from: http://hdl.handle.net/10211.2/3704
Texas A&M University
24.
Thompson, Rebecca.
Title Flexible Work Arrangements: Attraction to Flextime, Flexplace, or Both?.
Degree: MS, Psychology, 2012, Texas A&M University
URL: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10601
► Flexible work arrangements (FWAs) are widely implemented in organizations today. Yet very little information exists about why individuals are attracted to organizations that offer FWAs.…
(more)
▼ Flexible work arrangements (FWAs) are widely implemented in organizations today. Yet very little information exists about why individuals are attracted to organizations that offer FWAs. The purpose of the current study was to tease apart the influence of the dimensions of FWAs: flextime and flexplace (both structural and perceived), as well as the combination of the two on organizational attraction and anticipated organizational support.
Individual difference variables that have the potential to impact individuals’ attraction to organizations that offer FWAs were also examined as moderating variables. The mediating effect of anticipated organizational support was also examined. Upper level undergraduate students (N = 190) participated in a 3x3 within-subjects experiment in which they rated nine hypothetical organizations that varied in flextime and flexplace. Results from multilevel analysis indicated that significant variance in organizational attraction as well as anticipated organizational support is attributable to the type of work arrangement offered (both flexibility in time and place), with flextime having a stronger effect than flexplace. Contrary to expectation, effects were independent; there was not a significant interaction between flextime and flexplace. The relationship between (both structural and perceived) flexplace and organizational attraction was stronger for individuals who prefer to integrate their work and nonwork roles. Additionally, the relationship between (both structural and perceived) flextime and organizational attraction was stronger for individuals who reported a stronger need for medical treatment. Finally, the relationship between perceived flextime and organizational attraction as well as the relationship between perceived flexplace and organizational attraction were stronger for those who reported more role demands. Contrary to expectation, sociability did not moderate the flexplace-organizational attraction/anticipated organizational support relationships. Limitations and future directions for research on FWAs are discussed.
Advisors/Committee Members: Payne, Stephanie C. (advisor), Arthur, Jr., Winfred (committee member), Taylor, Aaron (committee member), Barrick, Murray (committee member).
Subjects/Keywords: Flexible Work Arrangements; Organizational Attraction; Individual Differences
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APA ·
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Manager
APA (6th Edition):
Thompson, R. (2012). Title Flexible Work Arrangements: Attraction to Flextime, Flexplace, or Both?. (Masters Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10601
Chicago Manual of Style (16th Edition):
Thompson, Rebecca. “Title Flexible Work Arrangements: Attraction to Flextime, Flexplace, or Both?.” 2012. Masters Thesis, Texas A&M University. Accessed January 17, 2021.
http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10601.
MLA Handbook (7th Edition):
Thompson, Rebecca. “Title Flexible Work Arrangements: Attraction to Flextime, Flexplace, or Both?.” 2012. Web. 17 Jan 2021.
Vancouver:
Thompson R. Title Flexible Work Arrangements: Attraction to Flextime, Flexplace, or Both?. [Internet] [Masters thesis]. Texas A&M University; 2012. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10601.
Council of Science Editors:
Thompson R. Title Flexible Work Arrangements: Attraction to Flextime, Flexplace, or Both?. [Masters Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10601
Penn State University
25.
Rose, Chelsea Michele.
Predictors of maternal feeding practices, infant growth, and obesity risk.
Degree: 2015, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/27219
► ABSTRACT Maternal feeding practices in infancy are important for the development of children’s eating behaviors, growth, and obesity risk. Certain groups, such as first-time mothers,…
(more)
▼ ABSTRACT
Maternal feeding practices in infancy are important for the development of children’s eating behaviors, growth, and obesity risk. Certain groups, such as first-time mothers, may be particularly vulnerable to using feeding practices that are inconsistent with current evidence-based feeding guidance. The purpose of the present research is to extend our knowledge of predictors of maternal feeding practices and their association with infant growth and obesity risk. The sample consisted of mothers participating in the Infant Feeding Practices Study II (IFPS II) and Year 6 Follow-up Study (Y6FU), a national longitudinal study of maternal feeding practices across the first year of life and at 6 years old. Data were collected approximately monthly across the first year of life and once again when the children were 6 years old. The aim of Study 1 was to describe
differences between first-time and multiparous mothers in demographics, feeding practices, infant sleep, fussiness, and infant growth trajectories across the first year of life. Findings revealed that first-time mothers were more likely than multiparous mothers to report their infant was fussy and to use a number of feeding practices inconsistent with current guidance on infant feeding. Firstborns, despite being lighter at birth, surpassed later-born children at 7 months for weight-for-age z-scores. The aims of Study 2 were to use latent class analysis to identify distinct patterns of dietary exposures at 9 months, identify predictors of those patterns, and test the association between these dietary patterns and maternal and child weight outcomes at 1 year postpartum. Five classes of dietary patterns were identified: Breastfed, Fruits and Vegetables; Breastfed, Low Variety; Formula, Fruits and Vegetables; Formula, Low Variety; and Mixed, High Energy Density. The 5 dietary patterns differed in a number of maternal and child characteristics such as maternal parity, and childcare. The Mixed High Energy Density class had the highest probability of child overweight at 1 year among the latent classes. Study 3 utilized the 5 patterns of dietary exposures identified in Study 2 to test whether patterns of dietary exposures at 9 months were associated with
differences in child diet and weight outcomes at 6 years. The class that most closely followed AAP infant feeding recommendations (Breastfed, Fruits and Vegetables) was most likely to meet the dietary guidelines for fruit and vegetable intake at 6 years. Infants in the Mixed, High Energy Density class had a high probability of consuming fried potatoes, and SSBs at 6 years and being overweight at 6 years. Taken together, these findings emphasize infancy as a critical period for mothers to develop nutritious and age-appropriate feeding practices to promote healthy growth and reduce obesity risk.
Advisors/Committee Members: Jennifer Savage Williams, Dissertation Advisor/Co-Advisor, Leann L Birch, Dissertation Advisor/Co-Advisor, Alison Diane Gernand, Committee Member, Shannon Leanne Kelleher, Committee Member, Ian M Paul, Committee Member.
Subjects/Keywords: childhood obesity; infant feeding practices; individual differences
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APA (6th Edition):
Rose, C. M. (2015). Predictors of maternal feeding practices, infant growth, and obesity risk. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/27219
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Rose, Chelsea Michele. “Predictors of maternal feeding practices, infant growth, and obesity risk.” 2015. Thesis, Penn State University. Accessed January 17, 2021.
https://submit-etda.libraries.psu.edu/catalog/27219.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Rose, Chelsea Michele. “Predictors of maternal feeding practices, infant growth, and obesity risk.” 2015. Web. 17 Jan 2021.
Vancouver:
Rose CM. Predictors of maternal feeding practices, infant growth, and obesity risk. [Internet] [Thesis]. Penn State University; 2015. [cited 2021 Jan 17].
Available from: https://submit-etda.libraries.psu.edu/catalog/27219.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Rose CM. Predictors of maternal feeding practices, infant growth, and obesity risk. [Thesis]. Penn State University; 2015. Available from: https://submit-etda.libraries.psu.edu/catalog/27219
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Queens University
26.
Khan, Hamza.
Neural Correlates of Inter-Individual Differences in Pain Processing Investigated by Functional Magnetic Resonance Imaging of the Entire Central Nervous System
.
Degree: Neuroscience Studies, 2014, Queens University
URL: http://hdl.handle.net/1974/12391
► The experience of pain is a highly complex and personal experience, characterized by tremendous inter-individual variability. Pain perception can differ substantially across individuals due to…
(more)
▼ The experience of pain is a highly complex and personal experience, characterized by tremendous inter-individual variability. Pain perception can differ substantially across individuals due to many factors such as age, gender, genetics, cognition and emotionality etc. Some individuals are very sensitive to pain whereas others tolerate pain well. Athletes can play competitive sports even with significant injuries while other people feel tremendous pain while getting a flu shot. This phenomenon of inter-individual variability in pain responses has challenged scientists and clinicians alike. It is difficult to determine whether subjective reports of pain reflect true individual experiences of pain. However, the development of neuroimaging techniques has dramatically progressed our understanding of pain processing. This project investigated the neural correlates of inter-individual differences in pain responses in healthy individuals, by means of functional magnetic resonance imaging (fMRI) of the entire central nervous system. Twenty-healthy participants were asked to rate their pain following a noxious thermal stimulus, while undergoing functional MRI, and considerable inter-individual variability was observed. Results from this project demonstrated central mechanisms in the brain, brainstem and spinal cord that contribute to this variability. Participants that reported higher pain to the noxious stimulus showed greater fMRI responses in some brain, brainstem and spinal cord structures involved in processing the emotional, cognitive and motivational aspects of pain. This showed that the subjective reports of pain are a reliable indicator, and inter-individual differences in pain responses truly reflect variability in pain experience. It is expected that this knowledge will contribute to a better understanding of the neuronal processes, as well as substantial inter-individual variability observed in chronic neuropathic pain populations such as fibromyalgia, patients with spinal cord injuries etc.
Subjects/Keywords: individual differences
;
spinal cord
;
brain
;
pain
;
fMRI
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APA (6th Edition):
Khan, H. (2014). Neural Correlates of Inter-Individual Differences in Pain Processing Investigated by Functional Magnetic Resonance Imaging of the Entire Central Nervous System
. (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/12391
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Khan, Hamza. “Neural Correlates of Inter-Individual Differences in Pain Processing Investigated by Functional Magnetic Resonance Imaging of the Entire Central Nervous System
.” 2014. Thesis, Queens University. Accessed January 17, 2021.
http://hdl.handle.net/1974/12391.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Khan, Hamza. “Neural Correlates of Inter-Individual Differences in Pain Processing Investigated by Functional Magnetic Resonance Imaging of the Entire Central Nervous System
.” 2014. Web. 17 Jan 2021.
Vancouver:
Khan H. Neural Correlates of Inter-Individual Differences in Pain Processing Investigated by Functional Magnetic Resonance Imaging of the Entire Central Nervous System
. [Internet] [Thesis]. Queens University; 2014. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/1974/12391.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Khan H. Neural Correlates of Inter-Individual Differences in Pain Processing Investigated by Functional Magnetic Resonance Imaging of the Entire Central Nervous System
. [Thesis]. Queens University; 2014. Available from: http://hdl.handle.net/1974/12391
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Newcastle
27.
Masters, Louise.
Individual differences in coping style influence acute endocrine and neurobiological responses to psychosocial stress.
Degree: MPhil, 2010, University of Newcastle
URL: http://hdl.handle.net/1959.13/44652
► Masters Research - Master of Philosophy (MPhil)
The psychosocial stress of social conflict contributes to the development of depression and anxiety in those individuals vulnerable…
(more)
▼ Masters Research - Master of Philosophy (MPhil)
The psychosocial stress of social conflict contributes to the development of depression and anxiety in those individuals vulnerable to its effects, yet the factors that contribute to vulnerability remain unclear. Researchers investigating factors such as behaviour and physiology have used the animal resident/intruder social conflict model whereby a young male rodent (intruder) is placed into the home cage of an older male (resident) that is trained to attack and defeat all intruders. Findings reported previously have shown that defeated intruders displayed medium to longer-term stress-related changes in behaviour and physiology, with considerable variability in the severity of these changes reported from one individual to another. Interestingly, a reduction in severity of behavioural and physiological changes was associated most significantly with intruders that deployed ‘active coping’ behaviours during the social defeat interaction than animals that deployed ‘passive coping’. However, these findings do not describe the short-term effects, raising the question; does coping style also influence the short-term stress response? We investigated the relationship between coping behaviour adopted by intruders during a 10 minute social conflict culminating in defeat and both acute peak plasma corticosterone (CORT) stress hormone levels and number of cells expressing Fos protein in eight brain regions. Our investigations revealed that higher levels of fight and guard behaviours were associated with lower peak plasma CORT levels compared to ready submission, and that higher levels of fight were associated with fewer numbers of Fos-ir cells in prefrontal cortex (PFC), amygdala (Am), and paraventricular nucleus (PVN) brain regions. In general terms, these findings indicate that coping behaviour deployed during social conflict influences the endocrine and neurobiological elements of the acute phase of the HPA axis response to psychosocial stress. Intruders that deploy an ‘active’ coping style including fight behaviours display significantly smaller physiological and neurobiological alterations in the acute response than intruders that deploy a ‘passive’ coping style during social conflict. These results demonstrate that the vulnerability to the effects of psychosocial stress are ameliorated by actively engaging with the perpetrator rather than passively taking the attack, and that adopting the behaviour fight is most protective. Further elucidation of the neural mechanisms that underpin the reduction in stress-induced effects is warranted.
Advisors/Committee Members: University of Newcastle. Faculty of Health, School of Biomedical Sciences and Pharmacy.
Subjects/Keywords: stress; social conflict; psychosocial stress; individual differences
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APA (6th Edition):
Masters, L. (2010). Individual differences in coping style influence acute endocrine and neurobiological responses to psychosocial stress. (Masters Thesis). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/44652
Chicago Manual of Style (16th Edition):
Masters, Louise. “Individual differences in coping style influence acute endocrine and neurobiological responses to psychosocial stress.” 2010. Masters Thesis, University of Newcastle. Accessed January 17, 2021.
http://hdl.handle.net/1959.13/44652.
MLA Handbook (7th Edition):
Masters, Louise. “Individual differences in coping style influence acute endocrine and neurobiological responses to psychosocial stress.” 2010. Web. 17 Jan 2021.
Vancouver:
Masters L. Individual differences in coping style influence acute endocrine and neurobiological responses to psychosocial stress. [Internet] [Masters thesis]. University of Newcastle; 2010. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/1959.13/44652.
Council of Science Editors:
Masters L. Individual differences in coping style influence acute endocrine and neurobiological responses to psychosocial stress. [Masters Thesis]. University of Newcastle; 2010. Available from: http://hdl.handle.net/1959.13/44652
University of Waikato
28.
Janse van Vuuren, Stefann.
Exploring the Relationship between Speed Choice Behaviour, Hazard Perception and Individual Differences
.
Degree: 2012, University of Waikato
URL: http://hdl.handle.net/10289/6485
► Young, and particularly male drivers aged between 15 and 25 years of age are over represented in the crash statistics worldwide. In New Zealand, young…
(more)
▼ Young, and particularly male drivers aged between 15 and 25 years of age are over represented in the crash statistics worldwide. In New Zealand, young drivers (15-24 years) represent only 15% of the driver licensed population but typically contribute to more than 50% of all fatal and injury crashes. The current study was conducted to investigate factors that may explain the over-representation of young drivers in crash statistics. For this research, a video based speed choice task was used to measure the chosen and estimated speeds on a selection of New Zealand road conditions of young inexperienced drivers and older experienced drivers. In addition, this study used a video based hazard perception dual task to compare the hazard perception skills of the same groups of drivers. Lastly, a number of self reported measures were used to examine if they could help characterise the drivers who consistently choose slower or higher speeds.
Results revealed that the young inexperienced male drivers were more accurate at estimating the vehicle speeds and chose slower speeds across all the road conditions compared to the other drivers. In addition, drivers tended to choose slower speeds during night time driving and wet road conditions compared to daytime driving and dry road conditions, respectively. The young inexperienced drivers were better at the secondary tracking task of the hazard perception dual task compared to the older experienced drivers but then detected fewer hazards than any of the other drivers. In addition, drivers who chose consistently higher speeds in the speed choice task reported being more likely to engage in speeding, drink driving and become angry at other drivers while driving. Interestingly, drivers who consistently chose higher speeds were less confident in their driving abilities.
The current findings suggest that young inexperienced male drivers were better at estimating the vehicle speeds and therefore chose slower speeds. In addition, it seems that the young inexperienced drivers tend to focus more on the secondary tracking task then detecting hazards compared to the older experienced drivers. This could relate to the fact that young inexperienced drivers need to use more attentional resources for the steering task and as a result they miss hazards. Lastly, the driver attitude questionnaire and the driving anger scale seem to be valid self-report measures in order to help characterise the drivers who consistently chose higher speeds in the speed choice task. Implications of the current study and future research are also discussed.
Advisors/Committee Members: Isler, Robert B (advisor), Starkey, Nicola J (advisor).
Subjects/Keywords: Speed Choice;
Hazard Perception;
Individual Differences
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APA ·
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MLA ·
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Export
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APA (6th Edition):
Janse van Vuuren, S. (2012). Exploring the Relationship between Speed Choice Behaviour, Hazard Perception and Individual Differences
. (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/6485
Chicago Manual of Style (16th Edition):
Janse van Vuuren, Stefann. “Exploring the Relationship between Speed Choice Behaviour, Hazard Perception and Individual Differences
.” 2012. Masters Thesis, University of Waikato. Accessed January 17, 2021.
http://hdl.handle.net/10289/6485.
MLA Handbook (7th Edition):
Janse van Vuuren, Stefann. “Exploring the Relationship between Speed Choice Behaviour, Hazard Perception and Individual Differences
.” 2012. Web. 17 Jan 2021.
Vancouver:
Janse van Vuuren S. Exploring the Relationship between Speed Choice Behaviour, Hazard Perception and Individual Differences
. [Internet] [Masters thesis]. University of Waikato; 2012. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/10289/6485.
Council of Science Editors:
Janse van Vuuren S. Exploring the Relationship between Speed Choice Behaviour, Hazard Perception and Individual Differences
. [Masters Thesis]. University of Waikato; 2012. Available from: http://hdl.handle.net/10289/6485
Colorado State University
29.
Gutzwiller, Robert S.
Individual differences in working memory affect situation awareness.
Degree: MS(M.S.), Psychology, 2011, Colorado State University
URL: http://hdl.handle.net/10217/51794
► Situation awareness (SA) is a construct that brings together theories of attention, memory, and expertise in an empirical effort to showcase what awareness is and…
(more)
▼ Situation awareness (SA) is a construct that brings together theories of attention, memory, and expertise in an empirical effort to showcase what awareness is and how it is acquired by operators. Endsley (1995a) defined SA in a way that includes many theoretical associations between awareness and specific memory and attention mechanisms. Work characterizing these relationships has been sparse, however, particularly with regard to the influence of working memory (WM) on SA in novices. An experiment was devised which principally investigated novice SA as a theorized function of WM across two distinct tasks; one in which operator attention and perception (Level 1 SA) was assessed, and one in which an operator's ability to respond to events in the future (Level 3 SA) was implicitly assessed. Factors analysis was used and resulting outcomes from three WM tasks loaded well onto one overall WM factor. Findings from 99 participants indicate that WM does have a correlative and predictive relationship with Level 3, but not Level 1 SA. Results reported here contribute to ongoing theory and experimental work in applied psychology with regard to SA and
individual differences, showing WM influences awareness in novice performance even in the case where SA measures are not memory-reliant.
Advisors/Committee Members: Clegg, Benjamin A. (advisor), DeLosh, Edward (committee member), Hayne, Stephen (committee member).
Subjects/Keywords: individual differences; working memory; situation awareness
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APA ·
Chicago ·
MLA ·
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Export
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Manager
APA (6th Edition):
Gutzwiller, R. S. (2011). Individual differences in working memory affect situation awareness. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/51794
Chicago Manual of Style (16th Edition):
Gutzwiller, Robert S. “Individual differences in working memory affect situation awareness.” 2011. Masters Thesis, Colorado State University. Accessed January 17, 2021.
http://hdl.handle.net/10217/51794.
MLA Handbook (7th Edition):
Gutzwiller, Robert S. “Individual differences in working memory affect situation awareness.” 2011. Web. 17 Jan 2021.
Vancouver:
Gutzwiller RS. Individual differences in working memory affect situation awareness. [Internet] [Masters thesis]. Colorado State University; 2011. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/10217/51794.
Council of Science Editors:
Gutzwiller RS. Individual differences in working memory affect situation awareness. [Masters Thesis]. Colorado State University; 2011. Available from: http://hdl.handle.net/10217/51794
University of Houston
30.
-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
Record Details
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APA ·
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Export
to Zotero / EndNote / Reference
Manager
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 January 17, 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. 17 Jan 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 Jan 17].
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
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Open Access Theses and Dissertations
