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ABSTRACTS 2013 Prise.Harvard.Edu Layout and Design: Ved Topkar ‘16 • Jennifer Tu ‘16 -4- TABLE of CONTENTS -2- ABSTRACTS 2013 prise.harvard.edu LAYOUT AND DESIGN: Ved Topkar ‘16 • Jennifer Tu ‘16 -4- TABLE OF CONTENTS Letter from the Director 7 Letter from the Editors 7 Abstracts BLISS 8 PRIMO 13 PRISE Astronomy and Astrophysics 17 Chemistry and Biochemistry 19 Computer Science 23 Earth and Planetary Sciences 25 Engineering and Bioengineering 26 Mathematics and Statistics 30 Microbiology and Immunology 34 Molecular and Cellular Biology 37 Neuroscience and Psychology 45 Organismic and Evolutionary Biology 53 Physics and Biophysics 54 Stem Cell and Regenerative Biology 57 SHARP 62 Acknowledgments 65 -5- -6- Letter from the Director Harvard’s Summer Undergraduate Research Village 2013 has been an outstanding collaboration of College scholars across the full spectrum of academic disciplines conducting formative and substantive research projects with Harvard faculty in the Faculty of Arts and Sciences, virtually all the other Schools in the Harvard universe, the teaching hospitals, and affiliated research enterprises across the Boston area. Along with the Program for Research in Science and Engineering (PRISE, now in its 8th year), the Behavioral Laboratory in the Social Sciences (BLISS, year 3), and the Program for Research in Markets and Organizations (PRIMO, co-hosted by the Harvard Business School, year 3), we have added the pilot SHARP: the Summer Humanities and Arts Research Program. I continue to be gratified and amazed by the consistently high degrees of enthusiasm, inclusivity, creativity, and energy in the Research Village residents of Mather House—the mind-boggling, diverse calendar of fellow-initiated activities is a testimony of the great effort and works in building community among these talented young investigators. The contents of this abstract book reflect the inspiring intellectual projects the 175 fellows have taken on this summer. Although ten weeks pass in what seems like the blink of an eye, the impressive array of research experience herein described tells the terrific story of an amazing group of students who clearly have had a productive and fun summer. To each of you PRISE, BLISS, PRIMO, and SHARP fellows, I wish the best of success going forward, and hope that the relationships you have built over these ten weeks last long into the future. Yours truly, Gregory A. Llacer Director, Harvard College Office of Undergraduate Research and Fellowships Director, Harvard College Program for Research in Science and Engineering (PRISE) Letter from the Editors Dear PBPS Fellows, It is not often that one has the opportunity to spend a summer with individuals of such diverse backgrounds, talents, and interests as those of the PBPS community. This summer, PRISE, BLISS, PRIMO and SHARP Fellows have had the opportunity to listen, gain professional advice, and be inspired by a wide array of faculty through our Faculty Chat and Distinguished Speaker series. Fellows did so while exchanging knowledge with each other through weekly journal clubs, discussions, and tutorials. Outside of the academic sphere, students had the opportunity to lead a multitude of activities ranging from coffeehouses, visits all over Boston, all while conducting rigorous yet exciting research. In our opinion, what is truly exceptional about the PBPS community is not just the environment that flourishes with curiosity and knowledge, but the genuine desire of members to share common interests, learn from each other, and teach each other so that we can grow both as researchers and individuals. Many a time, research traveled past our labs and out of our lab notebooks as we spent countless dinners at Dudley Dining Hall talking about lab failures and successes, or spent some late evenings in the Mather JCR exchanging ideas for future experimentation. We hope to commemorate this summer of excitement, bonding, and growth in this abstract book as a means to remember the pioneering steps in our professional and academic journeys. Whether you are a biologist, a philosopher, or economist, we hope that you enjoy diversifying your current research knowledge by exposing yourself to material from different fields represented in our publication. As we become alumni of the Harvard Summer Undergraduate Research Village, we go as witnesses of the power of community, curiosity, communication, and collaboration within the research setting and beyond. All our best, Elissa Lin ‘15 and Gabriela Ruiz-Colón ‘16 Editors-in-Chief The PRISE 2013 Abstract Book Editorial and Distribution Staff: Gita Bhattacharya ‘16 • Marina Chen ‘15 • Aaron Cheng ‘15 • Ryan Chow ‘16 Katherine Clements ‘14 • Zarmeena Dawood ‘15 • Chloe Li ‘16 • Nick Moore ‘14 Sara Price ‘16 • Sophie Roh ‘14 • Nina Shevzov-Zebrun ‘16 David Shin ‘14 • Olivier Simon ‘16 • Paul Wei ‘15 Jen Guidera ‘15 (Program Assistant) -7- Abstracts | PRISE • BLISS • PRIMO • SHARP 2013 BLISS Julia Bruce thoughts? If so, does this change our beliefs and feelings about our Sociology experiences? Currier 2015 To study the effects of co-experience on perceived mental con- EVALUATING A SOCIAL-EMOTIONAL nection, we designed an experiment in which participants believed they were trying to tap the rhythm of common songs so that an- LEMENTARY CHOOL NTERVENTION E S I other participant could guess them. The participant was always Stephanie Jones assigned as the “tapper” and the confederate was always assigned Prevention Science and Practice as the “guesser.” In the solo condition, the confederate would leave Harvard Graduate School of Education the room while the participant tapped the songs for a recording. In the co-experience condition, the participant would tap the songs in As elementary school educators increasingly focus on academics, real time with the confederate in the room. Results demonstrated less time in school is spent on improving children’s social, emo- that participants who tapped the songs in real time believed that tional, and behavioral skills. However, studies have shown that the guesser was more likely to guess the songs correctly. Currently, social-emotional skills and executive function abilities, which in- we are demonstrating that this phenomenon is due to participants clude self-control, working memory, mental flexibility, and focus, feeling a greater sense of mental connection with the other person. may be taught and strengthened in children. Research indicates that well-designed programs targeting these skills promote children’s academic success and healthy development. Professor Stephanie Seung Jae (Sean) Cha Jones’s research team has developed a curriculum supplement that Applied Mathematics - Statistics promotes social-emotional learning and executive function skills Dunster 2015 called SECURe (Social, Emotional, and Cognitive Understanding THE OLYMPIC GAME: A STUDY OF and Regulation in education). SECURe includes lessons and activi- ties for teachers to utilize throughout the school day. It is designed CORRUPTION IN DIFFERENT CULTURES to give children the tools to become more engaged students and Kobi Gal more cooperative peers. Harvard Decision Science Laboratory This summer I helped evaluate the effects of the SECURe pro- Harvard School of Engineering and Applied Sciences gram, which has been implemented in several elementary schools in Arizona and New York and serves primarily low-income children. Corruption, defined as preferential treatment following a bribe, I entered, cleaned and conducted preliminarily analysis on data col- has been an important policy concern in many countries. Prior re- lected from hundreds of students, teachers, and parents participat- search efforts have attempted to emulate and model such behaviors ing in the SECURe program. Additionally, I helped to write an of corruption; however, this has proven to be quite difficult in the IRB application and create a direct child assessment for an upcom- confinements of the laboratory because it requires study participants ing research trip to a New York elementary school. Next steps in- to be primed for “corruption.” This cross-cultural behavioral study clude continuing to study the outcomes of the children in SECURe, allows human subjects in a group of four to engage in an online and expanding the program into additional schools, grades, and board game with limited transparency and separation of powers out-of-school settings. to study how corruption affects individuals and aggregate perfor- mance. This study has clear open-ended rules with no hints of prim- ing for corruption. Tuyet Cam One player is randomly chosen to be the “auctioneer,” represent- Social and Cognitive Neuroscience ing the government official. The other three players are “bidders,” Eliot 2014 representing private interests. Each bidder is allotted an amount of THE EFFECTS OF CO-EXPERIENCE AND MENTAL ACCESS online chips, which he or she can use with the help of the auctioneer to reach a goal on the game board for a high monetary prize. In ad- Bethany Burum and Daniel Gilbert dition, the players are given time to communicate with each other Harvard College and to send chips to one another. The preliminary results indicate that instances of corruption are What happens when we share experiences with other people? more prevalent in the U.S. than in Israel (41% vs. 31%). In addi- Co-experience, defined as believing another person is having the tion, in games where corruption plays a role, the auctioneer ends up same experience at exactly the same time, pervades our daily lives, with a much higher monetary reward in the United States but not in from watching TV together to riding
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