Scottish Branch UNDERGRADUATE CONFERENCE 2013

Programme University of Abertay Saturday 23 March Contents



1 Welcome

2 Message from Peter Banister

3 Keynote Speaker’s Abstract

4 Timetable

10 Notes pages

16 Room and General Information Welcome to Abertay University

A very warm welcome to Abertay University on behalf of all my colleagues and especially the staff of our Psychology Division who are your hosts today.

We are delighted that you have chosen Abertay as the venue for your 2013 conference. Abertay has a strong track record in teaching and research in psychology: it is one of our highest-scoring subjects in the National Student Survey, and one of the best rated departments in any modern university in the latest Research Assessment Exercise.

But one of the keys to academic success is knowing that no matter what you have already achieved there are always new questions to ask, new topics to explore, and new colleagues to meet. Events such as today’s conference offer great opportunities to do just that, and I am sure that our own staff and students in psychology are very much looking forward to engaging in the formal sessions and informal discussions that will take place during the day.

Once again, I bid you welcome to Abertay and I wish you every success for today’s conference.

Professor Nigel Seaton

Principal and Vice-

University of Abertay

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 Message from Peter Banister

As President the British Psychological Society (BPS), I am delighted that you have been able to come along today to the Scottish Branch Undergraduate Conference and would like to welcome you to what will be a most interesting and enjoyable day.

As you may be aware the BPS sets the gold standard for all Psychology degrees, and has strict standards in terms of the resources needed to run an undergraduate course in Psychology and stipulates what a basic curriculum should cover. This is done in association with the Quality Assurance Agency, which has set a benchmark for Psychology degrees throughout the . Thus every accredited course provides the basic essentials which are needed if graduates wish to go on to further their studies in academic psychology, to set out on the road to become a professional psychologist or to become employed in a variety of careers for which a psychology degree is very suitable.

We believe that one of the essentials that a degree in Psychology provides is a good grounding in psychological methods, both quantitative and qualitative, culminating in the successful completion of a final year project. Today is a very exciting day as we have all come along to hear about some of the fascinating work that you have all been carrying out on your degree courses, and to listen to your presentations.

So many thanks to those of you who have volunteered to tell us all the exciting work that you have been doing, which I am sure you are all (as I am) very much looking forward to. Thanks also to the organisers of this event, which takes an enormous amount of planning and preparation. It is to the credit of BPS that such an event is taking place, and this is a good example as to how we can communicate with the world, tell others about our broad and fascinating discipline and to share our excitement about Psychology with the very important next generation.

I am sure you will find today informative, enjoyable and inspiring. As is our usual practice we are keen to ensure that the event meets your expectations and we welcome your feedback.

PETER BANISTER

President, 2012 – 2013

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 Keynote Speaker

Dr. Suzanne Zeedyk currently holds the post of Honorary Senior Lecturer in the School of Psychology, at the , where she has been based since 1993. Her research expertise focuses on the early communicative interactions of parents and infants. In recent years, this has extended to the study of interventions for communicative disorders such as autism, sensory impairment, and dementia.

In 2011, she set up an independent training enterprise to allow her to disseminate more widely the science of the early years. She now spends much of her time speaking to the public about the psychological and neuroscientific bases of communicative interaction. She works closely with organisations throughout the UK to increase awareness of the decisions we take about caring for children, showing how those decisions are integrally connected to our vision for the kind of society we wish to build.

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 Timetable

Time Saturday 23 March 2013

08.30 Registration open (Reception Area)

09.30 Opening Address (1516/2516)

09.40 BPS President: Dr Peter Banister (1516/2516)

Session 1 Session 2 Session 3 Session 4 Session 5 Session 6 Session 7 Session 8 (1516/2516) (1517/2517) (2521) (2522) (2532) (3522) (3508) (3510) 10.10 Julia McVean; Megan Druce & Gordon Kirk; Rachel Lois Khoo, Heather Meikle; Maria Louise Kai Li Chung; University of James Clark; University of Naysmith; Kate Forsyth Glasgow Smithers; University of Dundee University of Abertay Edinburgh & Marina Caledonian University of Strathclyde Eye movements Edinburgh Transition to Napier Ostapcuka; University Glasgow People who say in the 'weapon The Differential University and University University of The effects of An Investigation they know it all: focus effect' Decline of exercise Interrogative Glasgow religious and of the influence of Theory of Mind intentions: The Suggestibility: Exploring paranormal 'Pseudoneglect' interviewers’ in Old Age role of peer and the influence of biomarkers of beliefs on and the 'Cross- authority on the family support in visual imagery Alzheimer`s reasoning Over' effect in suggestibility of predicting disease: a Segmented vs over-claimers participation cross-modal Whole Lines memory task examining ERP variability in "young" and "old" subjects

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 10.30 Jonathan Kathryn Francesca Audrey Walker; Fiona Allan Dargie; Gemma Cargill; Kim Macleod; Senior; Jamison; King; University of Douglas; University of University of University of University of University of University of Dundee University of Abertay Abertay Strathclyde Glasgow Dundee Dundee Self-Control Dundee Does verbal Leadership Eyewitness Why do we hear Do children with When music across the The sophistication styles: the effect Memory what isn’t there? autistic speaks Menstrual Cycle Development affect men’s on team knowledge and A superstitious spectrum volumes: what of Internal attractiveness? performance Susceptibility to approach to disorder music taste Anatomy and athlete Negative auditory internal distinguish says about us Knowledge in satisfaction Feedback in representations between moral and our group Adolescents Forensic and social Interviews conventional transgressions, and does a brief intervention strategy aid this

10.50 Alexandra Anna Bryony Anne Jennifer Lai; Johanna Caroline Eilidh Noyes; Nicole Cairns; Todoran; Agnieszka Morgan; University of Kempe; Finlay; University of Bulik; University of University of Glasgow Strathclyde Napier Edinburgh Glasgow The Speed of Glasgow Dundee When tattoos The Effects of University Napier Time heals all Recovery from The effect of Group reduce the Interrogative The Extraneous University wounds? An Olfactory environmental Identification earning power Suggestibility Core of the Investigating investigation Adaptation in stressors on and Health in of job and Personality Melancholic effects of into children’s Relation to cognitive Sports Teams candidates in Forensic Subject emotionally ability to predict Autism Quotient performance in Interviews arousing healing times of Scores a simulated pictures on common injuries helicopter episodic based on environment memory children’s age and how they spend their free time

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 11.10 Alice Cherry; Rosie Claire Wilson; Michelle Chloe Fawns- Katarzyna Hope Christie; Lewis Nicholas University of McLoughlin; University of Patrick; Ritchie; Kopanska; Queen Bryan; Abertay University of Strathclyde University of University of University of Margaret University of The Effect of Glasgow They Made You Strathclyde Edinburgh Glasgow University, Dundee CCTV Monitor Biased Perfect: The That's Horrible! Is there a Examining the Edinburgh Display on perception of Mediating Role Terrible specific verb impact of a Investigating Are judgements Perceived threatening of Perfectionism Situations and deficit in sexually Intrusions of of bad Difficulty and silhouettes in the Relation Our Emotions patients with ambiguous Trauma in the behaviour Recall Task Between Motor Neurone setting on Laboratory – are influenced by Performance Recalled Peer- Disease? attitudes fictional movie music? The Victimisation towards rape clips as good as impacts of and Current victims: analysis real-world external stimuli Depressive of gender, type trauma clips? Symptoms of rape and level on moral of knowledge/ judgement experience about fetish 11.30 Anna Adam Alexandra Kara Price; Mhairi Nisbet; Victoria Karl Smith Monisha Taavitsainen; MacDonald; Macleod; Glasgow University of Stillwell; Byrne; Mahmood; University of University of University of Caledonian Glasgow University of University of University of Strathclyde Abertay Dundee University Are you Dundee Dundee Glasgow Feeling sorry: The relationship Family The Influence of addicted to Body Image: Visual Attention: What effect why do we do between Identification Familiarity, Facebook? A What do Cause or does limiting the it? gender, digit and Health Perceived study children really Effect? number of ratio, Behaviour in the Severity of the examining know about their voxels entering systemising, elderly Disability, and Facebook internal a pattern empathising, Education on addiction and anatomy? classifier have state and trait Adult’s the effects of on its ability to anxiety Perceptions of gender, self- decode the ‘gist’ People with esteem and of a scene in a Learning the information non-stimulated Disabilities you choose to region of V1? disclose

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12.00 Lunch (Student Centre)

13.00 Keynote: Dr Suzanne Zeedyk (1516/2516)

Session 9 Session 10 Session 11 Session 12 Session 13 Session 14 Session 15 Session 16 (1516/2516) (1517/2517) (2521) (2522) (2532) (3522) (3508) (3510) 13.50 Jemma Claire Natassja Kirsty Rebecca Ramona Anders Kirsty Gregory; Beveridge; Jennings; Jenson-Boon; Colquhoun; Pratchett; Gabriela Olaru; Jespersen; University of Edinburgh University of Glasgow Edinburgh University of University of University of Glasgow Napier Glasgow Caledonian Napier Glasgow Abertay Glasgow Stress Induced University Differences in University University Mapping the Gender Increased Motor Insomnia: A The affect of Volunteer Impacts on the Dirty Love: The Conceptual differences in Resonance for Mouse Model having an Motivations perceived Relationship Landscape of response to Direct Speech offender in the between effectiveness of between Dark Emotions stress level at family has on Overseas and cyberbullying Triad across work the wellbeing of Home prevention Personality and Cultures the family unit Volunteers strategies used Relationship and individual by parents: Choices and members Does Preferences knowledge and concern towards cyberbullying influence 14.10 Judith Okely; Fabia Suzanna Sia Craig Dunn; Diane Emo; Kirsty Speers; Fraser Hopson; Laura University of Cientanni; Xin Yun; Glasgow Glasgow University of University of Camacho; Glasgow University of University of Caledonian Caledonian Dundee Abertay University of Interhemispheri Dundee Edinburgh University University Effects of Effects of Glasgow c transfer of Effects of High- Word Clouds - The attitudes of The Role of Physical Handedness Snooze yourself predictive Dose B- Navigating the young people Age and Exercise on our and slim: what is the coding about Complex meeting search towards Personality in Self-Control Competitiveness connection natural scenes Vitamin & space counselling: Preferred on Anxiety between sleep in the primary Minerals and Does raising Learning Style Levels and Task quality and food 7

 visual cortex: an Blood Glucose awareness of Performance choice? fMRI study on Attention counselling service Childline change the attitudes of high school pupils?

14.30 Cassandra Helen Higgins; Alexandra Douglas Michelle Rice; Dawid Gondek; Barbara Jhenkruthi V Addai & Rosy Glasgow Bleile; Alexander University of Edinburgh Piotrowska; Shankara; Marson; Caledonian University of Forsyth; Abertay Napier Edinburgh University of University of University Glasgow University of The effect of University Napier Glasgow Edinburgh A Comparison Does Religiosity Abertay baby scent on Resilience as a University Stress Induced Community in of Self-Report of 3D faces Is there a link adult state remedy for Banner Sleep practice: Measures of influence ratings between aggression crisis: an initial blindness: Disruptions and membership in Assessing the of affective attempt to investigating its Effects On an online Psychopathic trustworthiness? empathy and empirically study attention and Circadian transgender Personality emotional organizational memory for Parameters in forum reactivity? resilience website banners Mice using an eye- tracker

14.50 Kathryn Sindre Hannah Perry; Jack Waldman Emma Hare; James Sarah Rose; Isa Rao; Stevens; Henriksen; University Of & Matthew University of Moreland; University of University of University of Crawshaw; Strathclyde University of Edinburgh Glasgow Dundee Aberdeen Does University of "Do not look at Glasgow Exploring Poor sleep Behavioural On the role of essentialism, Glasgow the box": An Influence of Clients quality and risk analysis of neural combined with Is Cortical Investigation uncertainty on Experience of situations - an people’s oscillations in personality traits Thickness into the optimality of Therapy unholy union? reaction to the the updating of affect how racist Linked to Influence of speeded modified visual individuals are? Autistic Traits? Ironic Errors pointing Strange awareness upon Situation Antisaccade Performance

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 15.10 Mary Gibson; Rebekah Milda Ashti Catriona Mark Adams; Franziska Kyra Sylvan University of Moore; Skarbaliute; Murdochy; White; University of Mosler; Lamont; Abertay University of University of University of University of Abertay University of University of Problem-solving Glasgow Dundee Glasgow Dundee Would I lie to Glasgow Dundee in Children: Shared Anticipatory An individual’s The effects of you? Spontaneous The Effect of Does structural adjacent tone susceptibility to television Investigating the positive Theta Waves on Handedness representations effects in semantic viewing on cumulative memories and Creativity and influence task in language and singing voice: illusions in intelligence: effect of their Emotional approach? mathematics: a an eye tracking regards to Can watching cognitive load manipulation Intelligence priming study on motivational stupid inducing with computer paradigm melodic chord attention and television techniques in games perception working memory make us more facilitating lie capacity stupid? detection 15.30 Ruth Sophie Paul Aitken; Natalie Simeon Austeja Sophia Sandison; Bridger; University of Williamson; Simeonov; Tamaliunaite; Witherington; Glasgow University of Strathclyde University of University of University of University of Caledonian Glasgow Facilitatory and Dundee Glasgow Glasgow Glasgow University Gender inhibitory effects Does Email Effects of letter Don’t Hate Me An Exploratory differences in of letter Participating in egocentrism: case and because I’m Study self-harm presentation Street Dance exploring the 'conceptual Beautiful: The Measuring stigma frequency on Improve effects of loudness' on the Downside to University anagram Cognitive culture trough speed of Being Physically Students’ solution Abilities? the SIDE isolated word Attractive in the Intentions to model recognition Workplace Register as a Bone Marrow and Stem Cell Donor 16.00 Conference closes follow by networking opportunities (Student Centre - open for purchase of drinks)

Please note that while it is possible to move from one room to another during the changeover period, it will take a few minutes to change floors and the process can be quite disruptive so we would prefer that room changing be kept to a minimum. If you want to move at the end of a talk, please try to ensure that you are seated towards the end of the row. If a talk has already started, please do not enter the room. Stewards will be available to help you. 9

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 Room and General Information

Please note that the level of the building where you enter is Level 1 and that room numbers begin with a prefix that indicates the floor (e.g. room 3522 is on the third floor, up two flights from reception).

Registration: Room 1502 (At front door, beside main reception) Open at 8.30; will have someone on the desk throughout the day, for late registration and information. Tea and coffee will be available all day here.

There will also be stalls in this area, from Divisions and also BPS Scottish Branch.

Water/Juice: will be available at 2520 (Reception Area), throughout the day, as will information and help.

Due to space constraints, can participants move from the registration area into the foyer, level 2 landing and reception area (2520) once they have registered and looked at the stalls.

Room 2520 (Reception Area) is located at the top of the stairs, straight through the swing doors beside the lift, and is the reception area of the Centre for Excellence in Computer Games Education. Rooms 2521, 2522 and 2532 are all located in this vicinity.

Rooms 3522, 3510 and 3508 are in the area above this, accessed by two staircases and a lift.

Rooms 1516/2516 and 1517/2517 are the main lecture theatres which are situated through the swing doors at the right-hand side of the stairs located in the main reception area.

The Student Centre is located immediately opposite the main building, and soup and a roll will be served on the second floor bar area at 12 noon. The coffee shop in the ground floor will be open all day for purchase of coffee and snacks, and the main bar will be open after the conference for purchases, should participants wish to unwind, network and generally relax.

Student helpers will be around to help with directions and information.

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 A9 A93 Public Transport Pitochry A90 University Of Abertay Dundee Forfar A92 By Rail, Dundee Station. Bell Street Dunkeld A923 We are a 10-15 minute walk from the Dundee A9 train station. Dundee A930 Taxis are available upon request from Scotland A85 A90 A85 outside the station. Perth DUNDEE DD1 1HG Crieff 10 AIRPORT For information on train operators and St. Andrews A92 times phone National Rail Enquiries on A9 0845 7484950. A84 Tel: +44 (0)1382 308000 M90 By Bus. Fax: +44(0)1382 308877 11 Glenrothes Stirling We are just 10 minutes short walk from M9 3 A92 the Bus Station. Taxis are available in Tay Bridge

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