David Leland Roberts, Ph.D

Total Page:16

File Type:pdf, Size:1020Kb

David Leland Roberts, Ph.D David Leland Roberts, Ph.D. Curriculum Vitae UTHSCSA Office: 210-562-5263 Department of Psychiatry MC7792 Cell: 203-535-5117 7703 Floyd Curl Drive Fax: 210-567-1291 San Antonio, TX 78229-3900 [email protected] EMPLOYMENT Current positions Assistant Professor of Psychiatry Department of Psychiatry 2010 – present Division of Schizophrenia and Related Disorders University of Texas Health Science Center, San Antonio Staff Psychologist Audie L. Murphy Memorial VA Hospital 2010 – present South Texas Veterans Health Care System, San Antonio Previous position Executive Director University of Chicago Center for Public Mental Health 2001-2002 Services and Policy Research EDUCATION Postdoctoral Fellowship NIMH Kirschstein T-32 2008 – 2010 Research Training in Functional Disability Interventions Yale University School of Medicine, New Haven, CT Mentors: Ralph Hoffman, MD; Morris Bell, PhD Ph.D. University of North Carolina at Chapel Hill 2008 Clinical Psychology, APA Accredited Program Faculty Advisor: David Penn, PhD Predoctoral Internship Yale University School of Medicine 2007 – 2008 Clinical Psychology, APA Accredited Program Major Rotation: Psychosis Treatment Team Minor Rotation: Community Services Network Master of Arts University of North Carolina, Chapel Hill 2005 Clinical Psychology, APA Accredited Program Master of Arts University of Chicago 2001 Social Sciences Faculty Advisor: David Orlinksy, Ph.D. Bachelor of Arts Wesleyan University, Middletown, CT 1996 Anthropology, Honors David L. Roberts - 1 PROFESSIONAL LICENSURE State of Texas, Licensed Psychologist (# 34926) – 2010-present State of Connecticut, Licensed Psychologist (# 2981) – 2009-2011 HONORS & AWARDS Wallach Award for outstanding outgoing clinical psychology student – UNC-CH, Spring, 2008 University of North Carolina Academy of Distinguished Teaching Scholars – 2008 North Carolina Impact Award – UNC-CH, Spring, 2007 Graduate Mentor Support Grant – UNC-CH, Fall, 2006 University Tanner Award for Excellence in Undergraduate Teaching – UNC-CH, Spring, 2006 Runner-up, Outstanding Student Research Award – Schizophrenia SIG, ABCT, Chicago, 2006 Comprehensive Doctoral Examination Honors – UNC-CH, Spring, 2005 Letter of Commendation for Exemplary Teaching – UNC-CH, Spring, 2005 Graduate Master’s Fellowship – University of Chicago, Fall, 2000 Undergraduate Honors – Wesleyan University, Spring, 1996 PUBLICATIONS Peer-reviewed articles Roberts, D. L. & Velligan, D. I. (in press). Long acting injection clinics in first episode psychosis. Current Drug Delivery. Roberts, D. L. & Velligan, D. I. (2012). Can social functioning in schizophrenia be improved through targeted social cognitive intervention? Rehabilitation Research and Practice, 1- 8. Roberts, D. L., Kleinlein, P., & Stevens, B. J. (2012). An alternative to generating alternative interpretations in social cognitive therapy for psychosis. Behavioural & Cognitive Psychotherapy, 40, 491-495. Roberts, D. L., Fredrick, M. M., Carr, H. N., & Velligan, D. I. (2011). Interventions to improve oral medication adherence in psychosis: The role of adherence measurement. Neuropsychiatry, 1, 361-369. Roberts, D. L., Penn, D. L., Corrigan, P., Lipkovitch, I., Kinon, B., & Black, R. A. (2010). Antipsychotic medication and social cue recognition in chronic schizophrenia. Psychiatry Research, 178, 46-50. Roberts, D. L., Penn, D. L., Labate, D., Margolis, S., & Sterne, A. (2010). Transportability and feasibility of Social Cognition and Interaction Training (SCIT) in community settings. Behavioural & Cognitive Psychotherapy, 38, 35-47. Roberts, D. L. & Penn, D. L. (2009). Social Cognition and Interaction Training (SCIT) for outpatients with schizophrenia: A preliminary study. Psychiatry Research, 166, 141-147. Roberts, D. L. & Penn, D. L. (2009). The effects of task engagement and interpersonal rapport on WCST performance in schizophrenia. American Journal of Psychiatric Rehabilitation, 12, 57-72. David L. Roberts - 2 Penn, D. L., Sanna, L., & Roberts, D. L. (2008). Social cognition in schizophrenia: An overview. Schizophrenia Bulletin, 34, 408-411. Combs, D. R., Adams, S. D., Penn, D. L., Roberts, D. L., Tiegreen, J., & Stem, P. (2007). Social Cognition and Interaction Training for inpatients with schizophrenia spectrum disorders: Preliminary findings. Schizophrenia Research, 91, 112-116. Penn, D. L., Roberts, D. L., Combs, D., & Sterne, A. (2007). Best Practices: The development of the Social Cognition and Interaction Training (SCIT) program for schizophrenia-spectrum disorders. Psychiatric Services, 58, 449-452. Couture, S. M., Penn, D. L., & Roberts, D. L. (2006). The functional significance of social cognition in schizophrenia: A review. Schizophrenia Bulletin, 32, S44-S63. Couture, S. M., Roberts, D. L., Penn, D. L., Cather, C., Otto, M., & Goff, D. C. (2006). Do baseline client characteristics predict the therapeutic alliance in the treatment of schizophrenia? Journal of Nervous and Mental Disease, 194, 10-14. Penn, D. L., Roberts, D. L., Munt, E., Silverstein, E., & Sheitman, B. (2005). A pilot study of Social Cognition and Interaction Training (SCIT) for schizophrenia. Schizophrenia Research, 80, 357-359. Roberts, D. L., Penn, D. L., Cather, C., Otto, M., & Goff, D. C. (2004). Should CBT target the social impairments associated with schizophrenia? Journal of Cognitive Psychotherapy: An International Quarterly, 18, 255-264. McCoy, M. L., Roberts, D. L., Hanrahan, P., Clay, R., & Luchins, D. J. (2004). Jail linkage ACT services for individuals with mental illnesses. Psychiatric Rehabilitation Journal, 27, 243- 250. Luchins, D. J., Roberts, D. L., & Hanrahan P. (2003). Representative payeeship and mental illness: A review. Administration & Policy in Mental Health, 30, 341-353. Hanrahan, P., Luchins, D. J., Savage, C., Patrick, G., Roberts, D., & Conrad, K. J. (2002). Representative payee programs for mentally ill persons in Illinois: Census survey. Psychiatric Services, 53, 190-194. Books Roberts, D. L., & Penn, D. L. (Eds.). Social Cognition in Schizophrenia: From Evidence to Treatment. In Press. New York: Oxford University Press. Roberts, D. L., Penn, D. L., & Combs, D. (2011). Social Cognition and Interaction Training. (Japanese translation). T. Mogami (Trans). Tokyo: Seiwa Shoten Publishers. Book chapters, published abstracts & non-peer reviewed articles Roberts, D. L., & Pinkham, A. E. (in press). The future of social cognition in schizophrenia: Implications from the normative literature. In D. L. Roberts & D. L. Penn (Eds.). Social David L. Roberts - 3 Cognition in Schizophrenia: From Evidence to Treatment. New York: Oxford University Press. Roberts, D. L., Stutes, D., & Hoffman, R. (in press). Alien intentionality in schizophrenia. In A. Mishara, M. Schwartz, P. Corlett, & P. Fletcher (Eds.), Phenomenological Neuropsychiatry: Bridging the Clinic with Clinical Neuroscience. New York: Springer Science. Roberts, D. L. & Velligan, D. I. (2011). Medication adherence in schizophrenia: Applying expert consensus guidelines. Drug Discovery Today: Therapeutic Strategies, 8, 11-15. Roberts, D. L., Fiszdon, J., & Tek, C. (2011). Initial validity of the Social Cognition Screening Questionnaire (SCSQ). Schizophrenia Bulletin, 37, supp1, 280. Roberts, D. L., Fiszdon, J. M, DeGeorge, P., & Tek, C. (2009). Impression-management effects in paranoia assessment. Schizophrenia Bulletin, 35, supp1, 2-3. Roberts, D. L., & Penn, D. L. (2009). Preliminary findings from a community-based effectiveness trial of Social Cognition and Interaction Training (SCIT). Schizophrenia Bulletin, 35, supp1, 349. Roberts, D. L., Combs, D. R., & Penn, D. L. (2009). Social Cognition & Interaction Training (SCIT): Treatment outcomes and potential mechanisms of change. Schizophrenia Bulletin, 35, Supp1, 350. Roberts, D. L., Pinkham, A. E., & Penn, D. P. (2006). Group cognitive behavioral therapy for schizophrenia. In P. J. Bieling, M. Anthony, & R. McCabe (Eds.), Cognitive Behavioral Groups: Skills and Processes. New York: Guilford Publications. Combs, D. R., Spaulding, W. D., Penn, D. L., Adams, S. D., Roberts, D. L., & Iyer, S. N. (2006). Graduate Training in Cognitive-Behavioral therapy for psychosis: The approaches of three generations of clinical researchers. The Behavior Therapist, 29, 12-16. Roberts, D. L., Penn, D. L., & Combs, D. R. (2006). Social Cognition and Interaction Training (SCIT). Treatment manual. University of North Carolina, Chapel Hill: Authors. Luchins, D. J., Roberts, D. L., & Hanrahan, P. (2001). Provision of protective payee status. Behavioral Health Recovery Management, Web-based clinical practice guidelines, www.bhrm.org Manuscripts under review Roberts, D. L., Penn, D. L., & Combs, D. R. (under review). Social Cognition and Interaction Training: Treatment Manual. New York: Oxford University Press. Roberts, D. L., Combs, D. R., Willoughby, M., Mintz, J., Marks-Gibson, C., Rupp, B., & Penn, D. L. (under review). A randomized, controlled trial of Social Cognition and Interaction Training (SCIT) for outpatients with schizophrenia spectrum disorders. Roberts, D. L., Fernandes, J. M. P., Service, H. M., Carr, H. N., Sierra, C., & Velligan, D. I. (under review). The waiting room task: A new measure of social cognitive capacity and bias in schizophrenia. David L. Roberts - 4 Xu, Z., Roberts, D. L., Wang, Y., Shen, Z., Cao, R. (under review). Social cognition and Interaction Training for outpatients with schizophrenia: An event-related potentials study. Wang, Y., Roberts, D. L., Xu, B., Cao, R., Yan, M., Jiang, Q. (under review). Social Cognition
Recommended publications
  • Unexpected Events As a Cue to Social Surveillance Cindel White King's University College, [email protected]
    Western University Scholarship@Western Undergraduate Honors Theses Psychology Winter 4-30-2015 Unexpected events as a cue to social surveillance Cindel White King's University College, [email protected] Follow this and additional works at: https://ir.lib.uwo.ca/psychK_uht Part of the Psychology Commons Recommended Citation White, Cindel, "Unexpected events as a cue to social surveillance" (2015). Undergraduate Honors Theses. 18. https://ir.lib.uwo.ca/psychK_uht/18 This Dissertation/Thesis is brought to you for free and open access by the Psychology at Scholarship@Western. It has been accepted for inclusion in Undergraduate Honors Theses by an authorized administrator of Scholarship@Western. For more information, please contact [email protected], [email protected]. Running head: UNEXPECTED EVENTS AS SOCIAL SURVEILLANCE 1 Unexpected events as a cue to social surveillance by Cindel White Honors Thesis Department of Psychology King’s University College at Western University London, Ontario, Canada April 2015 Thesis Advisor: Dr. Mike Morrison UNEXPECTED EVENTS AS SOCIAL SURVEILLANCE 2 Abstract Social surveillance and supernatural watchers have both been shown to increase prosocial behaviour, but previous research has not investigated the full range of cues that can imply the presence of a watching mind (natural or supernatural). This study investigated unexpected behaviour as a cue to the presence of a watching mind. 120 undergraduates (mean age = 21 years, 81 women) completed the Marlow-Crowne Social Desirability Questionnaire and a modified Dictator Game on a computer that either worked properly, occasionally malfunctioned (flickered to reveal the desktop), or malfunctioned to reveal eye-like images. No differences in social desirability responding or dictator game giving were found for a malfunctioning computer, compared to a non-malfunctioning computer, suggesting that the unexpected computer malfunction did not cue social surveillance in this experiment.
    [Show full text]
  • Integration of Social Cues and Individual Experiences During Instrumental Avoidance Learning
    Integration of social cues and individual experiences during instrumental avoidance learning Philip P¨arnamets∗1,2 and Andreas Olsson1 1Division of Psychology, Department of Clinical Neuroscience, Karolinska Institutet, 171 77, Stockholm, Sweden 2Department of Psychology, New York University, 6 Washington Place New York, NY 10003, USA Accepted for publication in PLOS Computational Biology 10.1371/journal.pcbi.1008163 Abstract Learning to avoid harmful consequences can be a costly trial-and- error process. In such situations, social information can be leveraged to improve individual learning outcomes. Here, we investigated how participants used their own experiences and others' social cues to avoid harm. Participants made repeated choices between harmful and safe options, each with different probabilities of generating shocks, while also seeing the image of a social partner. Some partners made pre- dictive gaze cues towards the harmful choice option while others cued an option at random, and did so using neutral or fearful facial expres- sions. We tested how learned social information about partner relia- bility transferred across contexts by letting participants encounter the same partner in multiple trial blocks while facing novel choice options. Participants' decisions were best explained by a reinforcement learn- ing model that independently learned the probabilities of options being safe and of partners being reliable and combined these combined these estimates to generate choices. Advice from partners making a fearful facial expression influenced participants' decisions more than advice from partners with neutral expressions. Our results showed that par- ticipants made better decisions when facing predictive partners and that they cached and transferred partner reliability estimates into new blocks.
    [Show full text]
  • Does Speaker's Voice Enthusiasm Affect Social Cue, Cognitive Load, and Transfer in Multimedia Learning?
    Does speaker’s voice enthusiasm affect social cue, cognitive load, and transfer in multimedia learning? Tze Wei Liew Human-Centric Technology Interaction SIG, Multimedia University, Melaka, Malaysia Su-Mae Tan Department of Information Science and Technology, Multimedia University, Melaka, Malaysia Teck Ming Tan Oulu Business School, University of Oulu, Oulu, Finland, and Si Na Kew Language Academy, Universiti Teknologi Malaysia, Johor Bahru, Malaysia Abstract Purpose — The present study examined the effects of voice enthusiasm (enthusiastic voice versus calm voice) on social ratings of speaker, cognitive load, and transfer perfor- mance in multimedia learning. Design/methodology/approach — Two laboratory experiments were conducted in which learners learned from a multimedia presentation about computer algorithm that was narrated by either an enthusiastic human voice or calm human voice. Findings — Results from experiment 1 revealed that enthusiastic voice narration led to higher social ratings of speaker and transfer performance when compared to the calm voice narration. Experiment 2 demonstrated that enthusiastic voice led to higher affective social ratings (human-like and engaging) and transfer performance as compared to the calm voice. Moreover, it was shown that calm voice prompted higher germane load than enthusiastic voice, which conformed to the argument that prosodic cues in voice can influence processing in multimedia learning among non-native speakers. Originality/value — Prior studies have examined voice effects related to mechaniza- tion, accent, dialect, and slang in multimedia learning. This study extends to examining the effects of voice enthusiasm in multimedia learning. Keywords: voice, enthusiasm, social agency theory, immediacy, multimedia learning, cognitive load 1 Does speaker’s voice enthusiasm affect social cue, cognitive load, and transfer in multimedia learning? 2 1.
    [Show full text]
  • Combined Effects of Peer Presence, Social Cues, and Rewards on Cognitive Control in Adolescents
    Received: 6 March 2017 | Accepted: 26 September 2017 DOI: 10.1002/dev.21599 RESEARCH ARTICLE Combined effects of peer presence, social cues, and rewards on cognitive control in adolescents Kaitlyn Breiner1,2 | Anfei Li3 | Alexandra O. Cohen3 | Laurence Steinberg4 | Richard J. Bonnie5 | Elizabeth S. Scott6 | Kim Taylor-Thompson7 | Marc D. Rudolph8 | Jason Chein4 | Jennifer A. Richeson9,10 | Danielle V. Dellarco3 | Damien A. Fair8 | B. J. Casey3,10 | Adriana Galván1,11 1 Department of Psychology, University of California, Los Angeles, California Abstract 2 Department of Child Development, California Developmental scientists have examined the independent effects of peer presence, State University, Dominguez Hills, Carson, California social cues, and rewards on adolescent decision-making and cognitive control. Yet, 3 Department of Psychiatry, Sackler Institute these contextual factors often co-occur in real world social situations. The current for Developmental Psychobiology, Weill study examined the combined effects of all three factors on cognitive control, and its Cornell Medical College, New York, New York underlying neural circuitry, using a task to better capture adolescents' real world social 4 Department of Psychology, Temple University, Philadelphia, Pennsylvania interactions. A sample of 176 participants ages 13–25, was scanned while performing 5 University of Virginia School of Law, an adapted go/no-go task alone or in the presence of a virtual peer. The task included University of Virginia, Charlottesville, Virginia brief positive social cues and sustained periods of positive arousal. Adolescents 6 Columbia Law School, Columbia University, New York, New York showed diminished cognitive control to positive social cues when anticipating a reward 7 New York University School of Law, New in the presence of peers relative to when alone, a pattern not observed in older York University, New York, New York participants.
    [Show full text]
  • The Self and Intergroup Attitudes: Connecting “Fragile” Personal and Collective Self-Concepts
    Self and Attitudes 1 The Self and Intergroup Attitudes: Connecting “Fragile” Personal and Collective Self-Concepts Frederick Rhodewalt and Benjamin Peterson Department of Psychology University of Utah Draft 3 March 2009 Chapter to appear in The Psychology of Attitudes and Attitude Change. J. P. Forgas, J. Cooper, and W. Crano (Eds.). New York: Psychology Press. Self and Attitudes 2 INTRODUCTION But the truth is, is that, our challenge is to get people persuaded that we can make progress when there’s not evidence of that in their daily lives…And it’s not surprising then they get bitter, they cling to guns or religion or antipathy to people who aren’t like them or anti-immigrant sentiment or anti-trade sentiment as a way to explain their frustrations (Barack Obama, April 6, 2008). In this much-maligned comment by Obama during a fundraiser early in his Presidential campaign, he hints at a general perception that individuals who are alienated or frustrated due to their circumstances may turn to certain group identities and corresponding attitudes in an effort to feel better about their situation. Is this the case? If so, are certain individuals more likely to confront the frustrations that sometimes encourage hostility and antipathy toward other groups? Or, are group identities and intergroup attitudes driven by a qualitatively different process than personal goals and individual frustration? We suggest the answer is a qualified “yes” to the former question – specifically, it may be those individuals who pursue certain self-concept related goals that are most likely to exemplify the kind of person described in the Obama quote.
    [Show full text]
  • Social Psychology Circa 2016: a Field on Steroids
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Jagiellonian Univeristy Repository EJSP AGENDA 2017 Social psychology circa 2016: A field on steroids Arie W. Kruglanski*, Marina Chernikova* & Katarzyna Jasko† * University of Maryland, College Park, Maryland, USA † Jagiellonian University, Krakow, Poland Correspondence Abstract Arie Kruglanski, University of Maryland, fi College Park, MD 20742, USA. This paper considers the current state of the eld in social psychology. On the E-mail: [email protected] one hand, we have made enormous progress in integrating our research with other disciplines, reaching out to general public and using our knowledge to- ward addressing major societal ills. On the other hand, social psychology has been recently mired in a crisis of confidence concerning the appropriateness http://dx.doi.org/10.1002/ejsp.2285 of our methods and the robustness of our findings. We propose that shifting our attention to theory, method, and application, as well as away from a per- Keywords: social psychology, crisis, vision, vasive “outcome focus,” can extricate social psychology from its current dol- state of the field drums and allow it to realize its potential as an indispensable social science. These days, to be a social psychologist is to likely experi- General, Cognitive Psychology, Cognition, Memory, American ence a bundle of conflicting emotions, pride and a sense Psychologist, Psychological Review, Psychological Bulletin, of accomplishment, admixed with anxiety and fear; and Science, Nature, Psychological Science, Behavioral & Brain excitement about our potential alongside insecurity Sciences, and Proceedings of the National Academy of Sciences, about our future.
    [Show full text]
  • Reflexive Orienting in Response to Short- and Long-Duration Gaze Cues in Young, Young-Old, and Old-Old Adults
    Atten Percept Psychophys (2014) 76:407–419 DOI 10.3758/s13414-013-0554-6 Reflexive orienting in response to short- and long-duration gaze cues in young, young-old, and old-old adults Nora D. Gayzur & Linda K. Langley & Chris Kelland & Sara V. Wyman & Alyson L. Saville & Annie T. Ciernia & Ganesh Padmanabhan Published online: 30 October 2013 # Psychonomic Society, Inc. 2013 Abstract Shifting visual focus on the basis of the perceived disengage from persistent gaze cues, attention continues to be gaze direction of another person is one form of joint attention. In reflexively guided by gaze cues late in life. the present study, we investigated whether this socially relevant form of orienting is reflexive and whether it is influenced by age. Keywords Aging . Attention . Reflexive orienting . Green and Woldorff (Cognition 122:96–101, 2012) argued that Gaze cues . Cue duration . Time course . Old-old rapid cueing effects (i.e., faster responses to validly than to invalidly cued targets) were limited to conditions in which a cue overlapped in time with a target. They attributed slower Shifts in spatial attention are reflexive when they are elicited responses following invalid cues to the time needed to resolve rapidly by stimuli uninformative of an upcoming object’sloca- the incongruent spatial information provided by the concurrently tion. Originally thought to occur specifically in response to presented cue and target. In the present study, we examined the peripherally presented stimuli, reflexive orienting has also been orienting responses of young (18–31 years), young-old (60– demonstrated in response to centrally fixated directional stimuli 74 years), and old-old (75–91 years) adults following (e.g., arrow cues and gaze cues; Friesen & Kingstone, 1998; uninformative central gaze cues that overlapped in time with Ristic, Friesen, & Kingstone, 2002;Tipples,2002).
    [Show full text]
  • Social Skills Training for People with Schizophrenia: What Do We Train?
    Behavioral Psychology / Psicología Conductual, Vol. 22, Nº 3, 2014, pp. 461-477 SOCIAL SKILLS TRAINING FOR PEOPLE WITH SCHIZOPHRENIA: WHAT DO WE TRAIN? Mar Rus-Calafell1,2, José Gutiérrez-Maldonado2, Joan Ribas-Sabaté3, and Serafín Lemos-Giráldez4 1King’s College London (United Kingdom); 2University of Barcelona; 3Igualada General Hospital; 4University of Oviedo (Spain) Abstract This paper gives a broad definition of the characteristics and incidence of schizophrenia, and introduces the various deficits in social skills and social function faced by patients with this disorder. The role of Social Skills Training (SST), which can be used to improve some of these deficiencies in social skills, social function, cognition and competence, including the history and efficacy of such training, is addressed. An outline is given of the Brief Cognitive-Behavioural SST for schizophrenia patients, designed by our clinical research group (University of Barcelona and General Hospital of Igualada, Spain), along with the parameters of the study, risk factors for certain patients and results. We then indicate future directions focusing on the use of virtual reality as a modern technology to enhance treatment and highlighting potential areas for further study. KEY WORDS: social skills, social functioning, cognition, competence, schizophrenia. Resumen Este artículo proporciona una definición amplia sobre las características y la incidencia de la esquizofrenia y presenta los distintos déficit en habilidades sociales y en funcionamiento social que sufren los pacientes con este trastorno. Se aborda el papel del entrenamiento en habilidades sociales (EHS), que puede utilizarse para mejorar algunas de estas deficiencias en habilidades sociales, en el funcionamiento social, en las cogniciones y en la competencia, incluyendo la historia y la eficacia de dicho entrenamiento.
    [Show full text]
  • Evolutionary Psychology, Social Emotions and Social Networking Sites: an Integrative Model
    Cleveland State University EngagedScholarship@CSU ETD Archive 2009 Evolutionary Psychology, Social Emotions and Social Networking Sites: an Integrative Model Sandra L. Suran Cleveland State University Follow this and additional works at: https://engagedscholarship.csuohio.edu/etdarchive Part of the Communication Commons How does access to this work benefit ou?y Let us know! Recommended Citation Suran, Sandra L., "Evolutionary Psychology, Social Emotions and Social Networking Sites: an Integrative Model" (2009). ETD Archive. 594. https://engagedscholarship.csuohio.edu/etdarchive/594 This Thesis is brought to you for free and open access by EngagedScholarship@CSU. It has been accepted for inclusion in ETD Archive by an authorized administrator of EngagedScholarship@CSU. For more information, please contact [email protected]. EVOLUTIONARY PSYCHOLOGY, SOCIAL EMOTIONS AND SOCIAL NETWORKING SITES—AN INTEGRATIVE MODEL SANDRA L. SURAN Bachelor of Arts in Communication Cleveland State University December, 2005 submitted in partial fulfillment of the requirements for the degree MASTER OF APPLIED COMMUNICATION THEORY AND METHODOLOGY at the Cleveland State University December, 2009 THESIS APPROVAL SCHOOL OF COMMUNICATION This thesis has been approved for the School of Communication And the College of Graduate Studies by: _________________________________________________ Gary Pettey, Thesis Committee Chairman School of Communication _________________________________________________ (Date) _________________________________________________ Cheryl Bracken, Committee Member School of Communication _________________________________________________ (Date) _________________________________________________ Robert Whitbred, Committee Member _________________________________________________ (Date) DEDICATION To my sister Cindy, you are courageous and brave, and my hero. To Mom and Dad. Thank you for everything. To Scott, my soft place to fall. To the children in my life: Cassie, Darian, Derek, Marisa and Regan. Dream and think big.
    [Show full text]
  • Running Head: DEVELOPMENTAL of SOCIAL ATTENTION 1
    Running head: DEVELOPMENTAL OF SOCIAL ATTENTION 1 1 Developmental changes in the speed of social attention in early word learning 1 2 3 4 2 Daniel Yurovsky , Anna Wade , Allison M Kraus , Grace W. Gengoux , Antonio Y. 4 3 3 Hardan , and Michael C. Frank 1 4 Department of Psychology, University of Chicago 2 5 School of Medicine, University of California, San Francisco 3 6 Department of Psychology, Stanford University 4 7 School of Medicine, Stanford University 8 Author Note 9 Please address correspondence to: 10 Daniel Yurovsky 11 Department of Psychology 12 University of Chicago 13 5848 S University Avenue 14 Chicago IL, 60637 15 Email: [email protected] DEVELOPMENTAL OF SOCIAL ATTENTION 2 16 Abstract 17 How do children learn words so rapidly? A powerful source of information about a new 18 word’s meaning is the set of social cues provided by its speaker (e.g. eye-gaze). Studies of 19 children’s use of social cues have tended to focus on the emergence of this ability in early 20 infancy. We show, however, that this early-emerging ability has a long developmental 21 trajectory: Slow, continuous improvements in speed of social information processing occur 22 over the course of the first five years of life. This developing ability to allocate social 23 attention is a significant bottleneck on early word learning—continuous changes in social 24 information processing predict continuous changes in children’s ability to learn new words. 25 Further, we show that this bottleneck generalizes to children diagnosed with autism 26 spectrum disorder, whose social information processing is atypical.
    [Show full text]
  • The Human Face of Game Theory
    Human Face of Game Theory -- 10/3/98 -- p. 1 The Human Face of Game Theory by Catherine Eckel Virginia Polytechnic Institute & State University National Science Foundation and Rick K. Wilson Rice University National Science Foundation The authors gratefully acknowledge support by the National Science Foundation. The agency bears no responsibility for any conclusions reached in this research. Valuable assistance for the pilot experiments conducted at VPI was provided by Fatma Aksal, Robert Bowles, Tony Dziepak, Rob Gilles, Cathleen Johnson, Mark McLeod and Randall Verbrugge. Jane Sell and Carl Rhodes provided critical assistance in conducting the computer controlled experiments at Texas A&M. Finally, we spent some time bending the ears of Betsy Hoffman, Kevin McCabe and Vernon Smith. No doubt we’ll be doing it again. Paper prepared for presentation at the annual meeting of the Economic Science Association, Tucson, AZ, September 19-20, 1997. Human Face of Game Theory -- 10/3/98 -- p. 2 The Human Face of Game Theory Introduction Much of game theory rests on the foundation of common knowledge: actors sharing common beliefs about one another and about the nature of the game being played. While common knowledge is reflexively invoked, it is rarely realized. Whether actors examine a game, examine one another, and then arrive at a similar set of beliefs remains an open question. Drawing on concepts from evolutionary psychology, this paper focuses on a social cue that can affect the beliefs held by actors playing a simple game. Our contention is that the image of a player’s counterpart contains information that is used by the player in formulating beliefs and subsequent actions.
    [Show full text]
  • Heritability of Reflexive Social Attention Triggered by Eye Gaze and Walking Direction: Common and Unique Genetic Underpinnings
    Psychological Medicine Heritability of reflexive social attention triggered by eye gaze and walking direction: cambridge.org/psm common and unique genetic underpinnings 1,2 1,2 1,2 1,2 1,2 1,2 Original Article Li Wang , Ying Wang , Qian Xu , Dong Liu , Haoyue Ji , Yiwen Yu , Zhaoqi Hu1,2, Peijun Yuan1,2 and Yi Jiang1,2 Cite this article: Wang L, Wang Y, Xu Q, Liu D, Ji H, Yu Y, Hu Z, Yuan P, Jiang Y (2020). 1State Key Laboratory of Brain and Cognitive Science, CAS Center for Excellence in Brain Science and Intelligence Heritability of reflexive social attention Technology, Institute of Psychology, Chinese Academy of Sciences, 16 Lincui Road, Beijing 100101, P. R. China and triggered by eye gaze and walking direction: 2 common and unique genetic underpinnings. Department of Psychology, University of Chinese Academy of Sciences, 19A Yuquan Road, Beijing 100049, Psychological Medicine 50,475–483. https:// P. R. China doi.org/10.1017/S003329171900031X Abstract Received: 11 September 2018 Revised: 29 January 2019 Background. Social attention ability is crucial for human adaptive social behaviors and inter- Accepted: 5 February 2019 personal communications, and the malfunction of which has been implicated in autism spec- First published online: 4 March 2019 trum disorder (ASD), a highly genetic neurodevelopmental disorder marked by striking social Key words: deficits. Behavioral genetics; biological motion; Methods. Using a classical twin design, the current study investigated the genetic contribution eye gaze; social cognition; twin study to individual variation in social and non-social attention abilities, and further probed their potential genetic linkage.
    [Show full text]