Download the #SPSP2017 Convention Mobile App!

Total Page:16

File Type:pdf, Size:1020Kb

Download the #SPSP2017 Convention Mobile App! Download the #SPSP2017 Convention Mobile App! This app includes all the resources you need to make the most of your experience at #SPSP2017! · Access the event schedule and build your personal agenda · See all speakers & presenters participating in the program · View all sessions by keyword or by day · Check out the exhibitors · Get important updates through the app's Push Notifications · See who's attending and share contact information by networking with other attendees Sponsored by https://crowd.cc/spsp2017 table of contents General Information Letter from Mayor of San Antonio ................................................................................................................................... 2 Convention Code of Conduct ........................................................................................................................................... 3 #SPSP2017 Volunteers ..................................................................................................................................................... 4 G e Convention Chair Welcome Letter .................................................................................................................................. 5 n e r SPSP Leadership ............................................................................................................................................................... 6 a l General Information I n f Alcohol Policy, Audiovisual Services, factor 110, Baggage Check, Business Center, Child Care, Exhibits and Poster - o Sessions, First Aid & Private Nursing Space, Food Service, Hotels, Information Desk, Internet, Lost & Found, Mobile App ........................................................................................................................................................................... 8 -Name Badges, Parking, Photography & Video Recording, Poster Sessions, Poster Check, Printed Program, Registration & Badge Pickup, Social Events, Special Needs, SPSP Store, Transportation (Airport & Public Transportation) ...............9 Maps ................................................................................................................................................................................11 SChedules & Highlights Schedule Overview .........................................................................................................................................................15 Presidential Plenary ........................................................................................................................................................16 & S H Invited Sessions ...............................................................................................................................................................17 c h i g Workshops .......................................................................................................................................................................18 e h d l u Legacy Program ..............................................................................................................................................................19 i g l e h Poster Schedule .............................................................................................................................................................. 20 s t Student Highlights ......................................................................................................................................................... 22 s Diversity Highlights ....................................................................................................................................................... 23 Socials & Receptions ...................................................................................................................................................... 25 Awards A Primary Awards .............................................................................................................................................................. 28 w Diversity Graduate Travel Awards ..................................................................................................................................31 a r d Graduate Travel Awards................................................................................................................................................. 34 s Teacher/Scholar Travel Awards ...................................................................................................................................... 44 Diversity Undergraduate Registration Awards ............................................................................................................. 45 T Thursday h u r Overview & Sessions ...................................................................................................................................................... 47 s Preconferences ............................................................................................................................................................... 49 d a Programming .................................................................................................................................................................. 50 y Poster Session A Friday F Overview & Sessions ......................................................................................................................................................57 r i d Friday Grid .....................................................................................................................................................................58 a Programming ............................................................................................................................................................ 60-111 y Sessions 2 - 55 Poster Sessions B, D, E, F, G, I Saturday S a Overview & Sessions .....................................................................................................................................................113 t u r Saturday Grid ................................................................................................................................................................114 d Programming ..........................................................................................................................................................116-184 a y Sessions 59 - 124 Poster Sessions J, K, L, M, N, O, P, Q E Exhibitors x h i Exhibitor List ..........................................................................................................................................................185-187 b i t o r s Speaker index S p I n e Alphabetical Listing ...............................................................................................................................................188-197 d a e k x e r SPSP 2017 ANNUAL CONVENTION 1 code of conduct code of conduct G e n Convention Code of Conduct e r In order to provide all participants with the opportunity to benefit from SPSP events and activities, SPSP a l is committed to providing a friendly, safe, supportive and harassment-free environment for all convention I n f attendees and participants, regardless of gender, age, sexual orientation, gender identity, gender o expression, disability, physical appearance, body size, race, ethnicity, religion or other group identity. This code of conduct outlines SPSP’s expectations for all convention attendees and participants, including all members, speakers, vendors, media representatives, commentators, exhibitors, sponsors and volunteers. Cooperation is expected from everyone and organizers will actively enforce this code throughout this event. Violations are taken seriously. Expected Behavior SPSP expects convention participants to communicate professionally and constructively, whether in person or virtually, handling dissent or disagreement with courtesy, dignity and an open mind, being respectful when providing feedback, and being open to alternate points of view. Likewise, when sharing information about the organization or any attendees or participants via public communication channels, SPSP expects participants to share responsibly and clearly distinguish individual opinion from fact. Alcohol is available at evening social networking events during the convention and may be consumed only by those of legal age. Alcohol at SPSP events will only be distributed by commercial hosts following local and state statutes, which may include limiting consumption. Unacceptable Behavior SPSP does not tolerate harassment of convention attendees or participants in any form. Harassment includes offensive verbal or written comments, and negative behavior, either in real or virtual space, including those which are related to or are based upon gender, age, sexual orientation, gender identity, gender expression, disability, physical appearance, body size, race, ethnicity, religion or other group identity. Harassment also includes deliberate intimidation, stalking, following, harassing photography or recording, sustained disruption of talks or other events, and unwelcome physical contact or sexual attention. Alcohol may not be brought into SPSP-sponsored events nor may alcohol be consumed by those not of legal age. Because excessive alcohol leads to impaired decision-making, SPSP strongly discourages excessive drinking at any point during the convention. Consequences of Unacceptable Behavior
Recommended publications
  • Female Underrepresentation in STEM Erin Cygan Augustana College, Rock Island Illinois
    Augustana College Augustana Digital Commons Mary Wollstonecraft rW iting Award Prizewinners 2018 Female Underrepresentation in STEM Erin Cygan Augustana College, Rock Island Illinois Follow this and additional works at: https://digitalcommons.augustana.edu/wollstonecraftaward Part of the Women's Studies Commons Augustana Digital Commons Citation Cygan, Erin. "Female Underrepresentation in STEM" (2018). Mary Wollstonecraft rW iting Award. https://digitalcommons.augustana.edu/wollstonecraftaward/28 This Student Paper is brought to you for free and open access by the Prizewinners at Augustana Digital Commons. It has been accepted for inclusion in Mary Wollstonecraft rW iting Award by an authorized administrator of Augustana Digital Commons. For more information, please contact [email protected]. Female Underrepresentation in STEM Erin Cygan FYI-103-34 Rethinking the ‘F Word’: Feminisms for the 21st Century Jennifer Heacock-Renaud Spring 2017 Long Analytical Essay 1 Blue is for boys, pink is for girls. Legos are for boys, dolls are for girls. Science kits are for boys, Easy Bake Ovens are for girls. Computer science and engineering are for boys, the humanities and caregiving are for girls. Ad infinitum. While oftentimes overlooked, society has the tendency to enforce and naturalize restrictive binaries for children, most often in relation to gender identity. These binaries cultivate an acceptance of gender stereotypes and promote a bias that carries over into adulthood. The nature of this gendered oppression weighs heavily on young girls’ opportunities and career aspirations. When girls are discouraged from or otherwise unaware of their potential future in a diverse array of jobs, their talents and abilities are suppressed. The objective of this paper is to examine the lack of women pursuing and practicing science, technology, engineering, and mathematics (STEM) relative to the number of men active in these fields.
    [Show full text]
  • Moral Framing and Charitable Donation: Integrating Exploratory Social Media Analyses and Confirmatory Experimentation
    Hoover, J., et al. (2018). Moral Framing and Charitable Donation: Integrating Exploratory Social Media Analyses and Confirmatory Experimentation. Collabra: Psychology, 4(1): 9. DOI: https://doi.org/10.1525/collabra.129 ORIGINAL RESEARCH REPORT Moral Framing and Charitable Donation: Integrating Exploratory Social Media Analyses and Confirmatory Experimentation Joe Hoover*, Kate Johnson*, Reihane Boghrati†, Jesse Graham* and Morteza Dehghani‡ Do appeals to moral values promote charitable donation during natural disasters? Using Distributed Dictionary Representation, we analyze tweets posted during Hurricane Sandy to explore associations between moral values and charitable donation sentiment. We then derive hypotheses from the observed associations and test these hypotheses across a series of preregistered experiments that investigate the effects of moral framing on perceived donation motivation (Studies 2 & 3), hypothetical donation (Study 4), and real donation behavior (Study 5). Overall, we find consistent positive associations between moral care and loyalty framing with donation sentiment and donation motivation. However, in contrast with people’s perceptions, we also find that moral frames may not actually have reliable effects on charitable donation, as measured by hypothetical indications of donation and real donation behavior. Overall, this work demonstrates that theoretically constrained, exploratory social media analyses can be used to generate viable hypotheses, but also that such approaches should be paired with rigorous controlled experiments. Keywords: Moral Psychology; Charitable Donation; Natural Language Processing; Social Media The 900-mile-wide Hurricane Sandy hit the Atlantic Coast charitable donation in public discourse by modeling the of the United States on October 29th, 2012 with record- language used to frame charitable donation in the wake of breaking rainfall and 80-mile-per-hour winds.
    [Show full text]
  • IMPLICIT MEASURES Procedures, Use, and Interpretation
    2 IMPLICIT MEASURES Procedures, Use, and Interpretation Bertram Gawronski and Adam Hahn There is no doubt that self-report measures have provided invaluable insights for a wide range of psychological questions (see Jaccard and Blanton, Chapter 1, this volume). After all, a straightforward way to find out what is on a person’s mind is to directly ask the person about his or her thoughts and feelings. Yet, self-report measures have been criticized for their inability to capture mental contents that people are either unwilling or unable to report. First, self-report measures are known to be susceptible to self-presentation and socially desirable responding (Crowne & Marlowe, 1960). Second, self-report measures are not well-suited to capture thoughts and feelings that are outside of conscious aware- ness (Greenwald & Banaji, 1995). To overcome these limitations, psychologists have developed performance-based instruments that (a) limit participants’ abil- ity to strategically control their responses, and (b) do not rely on introspection for the measurement of thoughts and feelings. Based on their indirect approach in the assessment of mental contents, these performance-based instruments are often referred to as implicit measures, whereas traditional self-report measures are described as explicit measures. Despite the popularity of implicit measures as a tool to overcome the two well-known problems of explicit measures, an accumulating body of research suggests that the relation between implicit and explicit measures involves a much more complex set of factors that cannot be reduced to motivational distortions and lack of introspective access. In a nutshell, the available evidence indicates that (a) strategic control is just one among several factors that can lead to dissocia- tions between implicit and explicit measures and (b) the thoughts and feelings captured by implicit measures are consciously accessible (see Gawronski, LeBel, & Peters, 2007).
    [Show full text]
  • Ezra M. Markowitz [email protected] |
    Ezra M. Markowitz [email protected] | www.ezramarkowitz.com Assistant Professor of Environmental Decision-Making Department of Environmental Conservation 303 Holdsworth Hall University of Massachusetts Amherst Amherst, MA 01003 Education 2012 Ph.D. Environmental Sciences, Studies & Policy. University of Oregon. Dissertation: Affective and moral roots of environmental stewardship: The role of obligation, gratitude and compassion Committee: Sara Hodges, Azim Shariff, Paul Slovic, Ron Mitchell, Kari Norgaard 2008 M.S. Psychology. University of Oregon. Thesis: Did you just see that? Making sense of environmentally relevant behavior Advisor: Bertram Malle 2007 B.A. Psychology. Vassar College. Departmental and general honors. Advisors: Randy Cornelius, Susan Trumbetta Appointments 2014- Assistant professor. University of Massachusetts Amherst. 2013-2014 Postdoctoral research fellow. Earth Institute. Columbia University. 2013-2014 Visiting postdoctoral research associate. PIIRS. Princeton University. 2013-2014 Fellow. FrameWorks Institute. Washington, DC. 2012-2013 Postdoctoral research associate. PIIRS. Princeton University. 2011-2012 Scholar-in-residence. School of Communication. American University. Professional and Teaching Experience 2012 Consultant. FrameWorks Institute. Washington, DC. 2012 Consultant. ecoAmerica. Washington, DC. 2010-2012 Gallup research scholar. Gallup. Princeton, NJ. 1 2010-2011 Director. Campus Conservation Corps. University of Oregon. 2010 Instructor. Psychology of Climate Change, Univ. of Oregon. 2009-2010 Graduate teaching fellow. Intro to Env. Studies; Statistics. Univ. of Oregon. 2008-2009 Graduate intern. Institute for a Sustainable Environment. Eugene, OR. 2008-2013 Senior staff. PolicyInteractive. Eugene, OR. Awards, Grants, Honors, Scholarships 2013 DISCCRS VIII Symposium (invited, attended). DISCCRS.org. 2012 Outstanding student paper award. Amer. Psych. Assoc. Divisions 9 & 34. 2011 Best paper award. 9th Biennial Conference on Environmental Psychology.
    [Show full text]
  • Back to the Future of Dissonance Theory: Cognitive Consistency As a Core Motive
    Social Cognition, Vol. 30, No. 6, 2012, pp. 652–668 GAWRONSKI COGNITIVE CONSISTENCY AS A CORE MOTIVE BACK TO THE FUTURE OF DISSONANCE THEORY: COGNITIVE CONSISTENCY AS A CORE MOTIVE Bertram Gawronski The University of Western Ontario In his theory of cognitive dissonance, Festinger (1957) described cogni- tive consistency as a psychological need that is as basic as hunger and thirst. Over the past decades, however, the idea of cognitive consistency as a core motive has been replaced by an increasingly narrow focus on dissonance-related changes in attitudes and alternative accounts that at- tribute such changes to mechanisms of ego-defense. The current article aims at reviving the idea of cognitive consistency as a core motive, arguing that inconsistency serves as an epistemic cue for errors in one’s system of beliefs. Because inconsistency can often be resolved in multiple ways, motivated reasoning can bias processes of inconsistency resolution toward desired conclusions, although motivated distortions are constrained by the need for cognitive consistency. The ubiquity of consistency processes is il- lustrated through its role in various instances of threat-compensation (e.g., victim derogation, self-verification, system justification) and the insights that can be gained from reconceptualizing various social psychological phenomena in terms of cognitive consistency (e.g., prejudice-related belief systems, dispositional inference, stability of first impressions). Festinger’s (1957) theory of cognitive dissonance is arguably one of the most in- fluential theories in the history of social psychology. The theory postulates that inconsistent cognitions elicit an aversive state of arousal (i.e., dissonance), which in turn produces a desire to reduce the underlying inconsistency and to maintain a state of consonance.1 Although Festinger was convinced that the psychological need for cognitive consistency is as basic as hunger and thirst, several revisions 1.
    [Show full text]
  • Reaching the Full Potential of STEM for Women and the U.S. Economy
    Reaching the Full Potential of STEM for Women and the U.S. Economy 12 1 Reaching the Full Potential of STEM for Women and the U.S. Economy Reaching the Full Potential of STEM for Women and the U.S. Economy 3 Reaching the Full Potential of STEM for Women and the U.S. Economy Somewhere in America there is a tech executive looking for a skilled programmer. Somewhere else there is a young girl on a computer tablet learning to code. It’s about time these two got acquainted. Across the country, companies are looking to hire people with skills in science, technol- ogy, engineering, and mathematics. But there remains a shortage of talented women in these fields, and this poses a threat to our competitiveness as a nation. That’s why I am pleased to present the Center for Women in Business’ new report Reaching the Full Potential of STEM for Women and the U.S. Economy, The argument for more women in STEM careers is simple. Projections show that Amer- ica will need to fill 6.6 million STEM jobs over the next 10 years. Although women are becoming more educated than ever before—making up half of all workers with postsec- ondary degrees—they compose just 25% of workers in STEM fields. How can companies find enough STEM workers if half our population is directed toward other professions? How can our nation compete if we are not luring the brightest minds into STEM fields? Bringing more women into the STEM workforce is not just about gender equity.
    [Show full text]
  • Empathy Through Data Loneliness Through the Lens of Data Visualization
    Empathy Through Data Loneliness through the lens of data visualization By Sananda Dutta A thesis presented to OCAD University in partial fulfilment of the requirements for the degree of Master of Design in Digital Futures. Toronto, Ontario, Canada, 2021. Empathy Through Data Sananda Dutta Creative Commons Copyright Notice Copyright Notice This document is licensed under the Creative Commons CC BY 4.0 2.5 Canada License. https://creativecommons.org/licenses/by/4.0/legalcode You are free to: Share - copy and redistribute the material in any medium or format Under the following conditions: Attribution - You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. No additional restrictions - You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits. 1 Empathy Through Data Sananda Dutta ABSTRACT This research examines strategies aimed at fostering empathy through data visualizations. Loneliness experienced during the COVID-19 pandemic (during May, July and September 2020) is used as a case study to explore alternate ways of representing data. Along with ways to humanize data representation and curb Statistical numbing, this research uses metaphors to encode sensitive data to help visually represent people suffering loneliness in Ontario during the first wave of the COVID-19 pandemic. The research amalgamates ‘affect theory’ with concepts of ‘arithmetic of emotions’ and ‘compassion fade’ to try and create a solution for issues related to the ways in which we respond to sensitive issues.
    [Show full text]
  • Meeting of the Society of Experimental Social Psychology 2012 Austin, TX
    Meeting of the Society of Experimental Social Psychology 2012 Austin, TX Sponsored by the University of Texas, Austin With support from Elsevier, publisher of the Journal of Experimental Social Psychology 1 THURSDAY, OCTOBER 25, 2012 4:00 – 8:00pm Registration Balcony 6:00 – 8:00pm Reception (hors d’oeuvre and cash bar) Capital Ballroom 6:00 – 10:00pm Executive committee meeting and dinner Justice Boardroom 2 FRIDAY, OCTOBER 26, 2012 8:00am – 5:00pm Registration Balcony 7:30 – 8:30am Continental Breakfast Capital Ballroom, Foyer 8:30 – 9:40am Symposia Session 1 New Frontiers in Culture and Psychology Research (Capital Ballroom A) Chair: Shinobu Kitayama, University of Michigan Cultural Neuroscience: Current Evidence and Future Directions Shinobu Kitayama, University of Michigan Religion and Cognition: Is the Fundamental Attribution Error Really Fundamentalist? Adam Cohen, Arizona State University Culture’s Constraints: Differences Between Tight and Loose Cultures Michele J. Gelfand, University of Maryland Culture, Social Class, and Health Hazel Rose Markus, Stanford University What Formal Modeling Procedures Can Tell Us About Social Psychological Phenomena (Capital Ballroom B) Chair: Bertram Gawronski, The University of Western Ontario Deontological versus Utilitarian Inclinations in Moral Decision Making: A Process Dissociation Approach Paul Conway, The University of Western Ontario Bertram Gawronski, The University of Western Ontario A Multinomial Model to Disentangle Stereotype Activation and Stereotype Application Jeffrey W. Sherman, University of California at Davis Regina Krieglmeyer, University of Würzburg, Germany What 1/ƒ Noise Can Reveal about Terrorism and Homicide over Time Gregory D. Webster, University of Florida Agent-based Modeling: Relating Complex Outcomes to Simple Processes by Crossing Levels Eliot R.
    [Show full text]
  • International Best Practice Report on Teaching Stem
    ENGIE DELIVERABLE 1.4 ENGIE DELIVERABLE 1.4 INTERNATIONAL BEST PRACTICE REPORT ON TEACHING STEM Summary This report presents the results of the review aimed at identifying best practices and success stories relative to STEM teaching in Europe and worldwide, in the framework of WP1 “Programming”, tasks 1.3 and 1.4 Authors Silvia Giuliani PhD, Institute of Marine Sciences, National Research Council of Italy i ENGIE DELIVERABLE 1.4 Title: D 1.4 International best practice report on teaching STEM Lead beneficiary: National Research Council of Italy (CNR) Other beneficiaries: UNIM, LTU, UNIZG-RGNF, EFG, LPRC Due date: 31/08/2020 Delivery date: 20/08/2020 DOI: Recommended citation: Silvia Giuliani, The EIT ENGIE project: Deliverable 1.4 – International best practice report on teaching STEM i ENGIE DELIVERABLE 1.4 Table of contents Introduction …………………………………………………………………….……. 1 1. Theoretical concepts that underlie best practices for STEM teaching ...……………………………………………..…….….………..……... 3 1.1. Affective Domain and Individual Interest ………………….…………….……… 4 1.2. Communicating geosciences at the Solomon Islands …………………..…. 5 1.3. Research Partnership Consensus Statement ………………….………………. 6 1.4. Constructivist approach to Science education ……………….…….………... 7 1.5. Geoethics ……………………………………………………………….….………..…….….. 8 1.6. The protégé effect ……………………………………………………………………….… 9 1.7. Geoscience in the Anthropocene ….……………………………………………….. 10 1.8. Inquiry and Tenets of Multicultural Education …………………….…………. 11 1.9. Environmental Education ………………………………………….………..…………. 12 1.10. Gender Gap in Science interdisciplinary project ..…………………………… 13 1.11. SAGA – STI GOL .……………………………….……………………………………………. 14 1.12. Integrated STEM education …………………………………………………….……… 15 1.13. Inquiry-based STEM education ………………………………………………………. 16 2. Programs and projects for schools and the general public .… 17 2.1. UCAR SOARS ………………………………………………………..………………………… 18 2.2. The Texas Earth and Space Science Revolution ………………….…………… 19 2.3.
    [Show full text]
  • Women in Academic Science: a Changing Landscape 541236Research-Article2014
    PSIXXX10.1177/1529100614541236Ceci et al.Women in Academic Science: A Changing Landscape 541236research-article2014 Psychological Science in the Public Interest Women in Academic Science: A Changing 2014, Vol. 15(3) 75 –141 © The Author(s) 2014 Reprints and permissions: Landscape sagepub.com/journalsPermissions.nav DOI: 10.1177/1529100614541236 pspi.sagepub.com Stephen J. Ceci1, Donna K. Ginther2, Shulamit Kahn3, and Wendy M. Williams1 1Department of Human Development, Cornell University; 2Department of Economics, University of Kansas; and 3School of Management, Boston University Summary Much has been written in the past two decades about women in academic science careers, but this literature is contradictory. Many analyses have revealed a level playing field, with men and women faring equally, whereas other analyses have suggested numerous areas in which the playing field is not level. The only widely-agreed-upon conclusion is that women are underrepresented in college majors, graduate school programs, and the professoriate in those fields that are the most mathematically intensive, such as geoscience, engineering, economics, mathematics/ computer science, and the physical sciences. In other scientific fields (psychology, life science, social science), women are found in much higher percentages. In this monograph, we undertake extensive life-course analyses comparing the trajectories of women and men in math-intensive fields with those of their counterparts in non-math-intensive fields in which women are close to parity with or even exceed the number of men. We begin by examining early-childhood differences in spatial processing and follow this through quantitative performance in middle childhood and adolescence, including high school coursework. We then focus on the transition of the sexes from high school to college major, then to graduate school, and, finally, to careers in academic science.
    [Show full text]
  • Self-Other Similarity and Its Effects on Insensitivity to Mass Suffering
    Self-­‐Other Similarity and Its Effects on Insensitivity to Mass Suffering Ka Ho Tam Thesis for Honors Research Project in Psychology Northeastern University April 2016 Tam 2 Abstract Past studies show that our compassion toward suffering others when decreases we are exposed to numerous suffering individuals as opposed to a single sufferer. This phenomenon is called the “collapse of compassion”. The present research examines the effects of self-­‐other similarity on our insensitivity to suffering. mass Based on existing evidence that self-­‐other similarity can promote compassion, we e xpected the collapse of compassion to disappear diminish or when similarity is experimentally induced. In a single experiment involving 242 undergraduate participants , we manipulated the level of self-­‐other similarity priming by participants with Shared Human xperiences E (SHE) that highlighted commonalities between participants the and children in Ethiopia. Participants in the control condition were primed with cultural-­‐specific experiences that were unique to the Ethiopian population. We then presented participants with a description a of poverty-­‐stricken village in Ethiopia, followed by images of either one or eight suffering children from that village. Results of the experiment supported the opposite orig of our inal hypothesis. Participants in the SHE exhibited condition the collapse of compassion, whereas participants in the reported control condition sig nificantly more compassion for a group of suffering children than for a single child. Our research demonstrates that although self-­‐other similarity can promote compassion in a single victim context, this effect is reversed when multiple victims present, are leading to the collapse of compassion. Future studies further may explore the factors that mediate the relationship between self -­‐other similarity and the collapse of compassion.
    [Show full text]
  • The Persuasiveness of British Accents: Enhancing Parental Self-Efficacy to Manage Children’S Oral Health Behaviours
    The Persuasiveness of British Accents: Enhancing Parental Self-Efficacy to Manage Children’s Oral Health Behaviours Zoe Adams Queen Mary, University of London August 2018 Abstract This interdisciplinary research builds on Pine et al.’s (2016) oral health intervention, ‘Bedtime Brush and Read Together to Sleep’ (BBaRTS), conducted among families in Tayside, Kent and Newham. It uses children’s storybooks to improve parents’ self- efficacy to manage their child’s oral health behaviours. The storybooks are being adapted into animated cartoons with voice-overs. Therefore, my research question is: What are the persuasive effects of British accents in each BBaRTS trial area? Study one tests the persuasiveness of six British accents (Received Pronunciation (RP), Multicultural London English (MLE), Yorkshire English, Dundee English, Irish English and Estuary English) among 114 parents (Tayside, n = 46; Kent, n = 34; Newham, n = 34). It was hypothesised that there would be a persuasive effect of accent, which differs by area. Participants completed an accent identification task, along with implicit and explicit measurement procedures. In Tayside, Estuary English was more persuasive than MLE (p = 0.002). In Newham, MLE was more persuasive than Dundee English (p = 0.001), Yorkshire English (p = 0.011) and RP (p = 0.011). In Kent, there was no persuasive effect of accent. Findings are examined in the context of Gawronski and Bodenhausen’s (2006, 2011) Associative- Propositional Evaluation model. This study also explores individual differences and reaction time in relation to accent persuasiveness, but results suggest that neither factor plays a fundamental role. Study two applies the most and least persuasive accent in Newham (MLE and Dundee English) to animated versions of the BBaRTS storybooks.
    [Show full text]