Proceedings and Abstracts of the 85th Annual Meeting
of the Eastern Psychological Association
Volume 85 – March 13-16, 2014 Boston, MA
Imperial Georgian Stuart ClarendonArlington White Hill Thoreau Ballroom Thursday, March 13 PSI CHI INVITED KEYNOTE 5:00pm- ADDRESS: ANTHONY GREENWALD (p.1) 6:30pm Friday, March 14 LEARNING PAPERS I: DEVELOPMENTAL 8:00am- UNDERGRADUATE INSTRUMENTAL SOCIAL PAPERS: WHO PAPERS: DEVELOPMENT 8:50am POSTERS I (p.1) WE ARE OF REASONING, (p.1) (p.13) LANDMARKS USE AND SURVEYS (p.13)
DEVELOPMENTAL INVITED EPA 101: HOW TO GET SOCIAL POSTERS I KEYNOTE ADDRESS: B. J. LEARNING PAPERS II: THE MOST OUT OF TEACHING PAPERS I (p.16) CASEY INSTRUMENTAL ATTENDANCE (p.14) 9:00am- (p.29) (p.15) AT EPA 10:20am (p.29) APPLIED INVITED KEYNOTE SOCIAL PAPERS: DEVELOPMENTAL SYMPOSIUM: THE APA CLINICAL ADDRESS: SAMUEL STEREOTYPES, PAPERS: PARENTAL GUIDELINES FOR THE 10:30am- POSTERS SOMMERS PREJUDICE, AND CARE, ABUSE UNDERGRADUATE (p.32) (p.29) DISCRIMINATION AND HELICOPTER PSYCHOLOGY MAJOR 2.0 11:50am (p,30) PARENTING (p.31) (p.30)
SOCIAL INVITED KEYNOTE 12:00pm COGNITIVE ADDRESS: JOHN BARGH -1:20pm POSTERS (p.45) (p.45)
COGNITIVE INVITED DEVELOPMENTAL CUPP SYMPOSIUM: ROLE 1:30pm- NEUROSCIENCE SYMPOSIUM: HUMAN SOCIAL PAPERS: SYMPOSIUM: BRIDGING OF UNDERGRADUATES IN POSTERS (p.59) CAPACITY FOR CLOSE COGNITIVE PSYCHOLOGY TEACHING 2:50pm LANGUAGE RELATIONSHIPS AND IMITATION AND LEARNING (p.58) LEARNING (p.66) (p.57) DEVELOPMENT (p.57) POSTERS (p.67)
DEVELOPMENTAL INVITED SYMPOSIUM: APPLIED POSTERS COGNITIVE INVITED LEARNING PAPERS III: SOCIAL PSYCHOLOGY SYMPOSIUM: TECHNOLOGY IN 3:00pm- (p.70) KEYNOTE ADDRESS: CONTENT OF INVITED SYMPOSIUM: DEVELOPMENT OF TEACHING: THE STEVEN PINKER LEARNING (p.83) SOCIAL LEARNING AND MEMORY GOOD, THE BAD, AND THE 4:20pm (p.83) COMPARISONS IN CHILDREN AND INFANT SOME OF BOTH (p.84) RODENTS (p.82) (p.84)
PRESIDENTIAL 4:30pm- INTEGRATIVE SYMPOSIUM: 5:50pm CATEGORIZATION (p.85) EPA BUSINESS MEETING 6:00pm- (p.85) 7:20pm Saturday, March 15 NEUROSCIENCE DEVELOPMENTAL 8:00am - UNDERGRADUATE PAPERS: FEEDING PAPERS: PATTERNS AND POSTERS II AND BEHAVIOR LANGUAGE 8:50am (p.87) (p.86) LEARNING (p.85)
DEVELOPMENTAL KELLER AWARD LEARNING PAPERS IV SOCIAL PAPERS: DEVELOPMENTAL SYMPOSIUM: TURNING POSTERS DISTINGUISHED LECTURE: (p.110) APPLIED SOCIAL SYMPOSIUM: MODEL OF TEACHING INTO 9:00am - (p.98) EDWARD WASSERMAN (108) HIERARCHICAL RESEARCH: 10:20am (p.109) COMPLEXITY EXAMPLES FROM THE (p.108) GSTA (p.112)
10:30am- PRESIDENTIAL ADDRESS: 11:50am THOMAS ZENTALL (p.112) PRESIDENTIAL INVITED SOCIAL PAPERS: DEVELOPMENTAL 12:00pm SYMPOSIUM: ADVANCES IN EXCLUSION AND SYMPOSIUM: BELIEF ANIMAL COGNITION SOCIAL STRESS REVISION AND - 1:20pm (p.113) (p.116) THEORY CHANGE IN DEVELOPMENT (p.114) TEACHING (p.118), APA DISTINGUISHED NEUROSCIENCE SOCIAL PSYCHOLOGY DEVELOPMENTAL TEACHING SYMPOSIUM: 1:30pm - UNDERGRADUATE SCIENTIST LECTURE: PAPERS: LEARNING INVITED SYMPOSIUM: SYMPOSIUM: SOCIAL HIGH-IMPACT PRACTICE: 2:50pm III, (p.125) PSI DANIELSIMONS AND MEMORY ENVIRONMENTAL ACQUISITION OF STRATEGIES FOR CHI/PSI BETA (p.125) (p.125) PSYCHOLOGY SELF-REGULATION ENGAGING STUDENTS IN (p.122), SCRA (p.128) (p.130) RESEARCH (p.128), (p.124) INTERNATIONAL POSTERS (p.117) CLINICAL INVITED KEYNOTE SYMPOSIUM: SOCIAL PSYCHOLOGY DEVELOPMENTAL PAPERS TEACHING PAPERS II 3:00pm - SOCIAL POSTERS ADDRESS: ELAINE WALKER DISTORTIONS IN TIME SYMPOSIUM: I (p.130) II (p.131) PERCEPTION AND EMOTIONS AND (p.143) 4:20pm (p.132) TIMING BEHAVIOR IN BEHAVIOR CLINICAL (p.145) POPULATIONS (p.144)
4:30pm - UNDERGRADUATE SOCIETY FOR TEACHING IN LEARNING PAPERS V: SOCIAL PAPERS: DEVELOPMENTAL PAPERS POSTERS IV PSYCHOLOGY INVITED PAVLOVIAN GOALS AND II 6:30pm (p.150) KEYNOTE ADDRESS: (p.150) JUDGMENTS (p.146) KENNETH KEITH (p.145) (p.149)
Hancock Whittier Beacon Hill Statler Terrace Winthrop Berkeley
SKYPE SESSION WITH MOSCOW PSI CHI CHAPTER (p.13)
APPLIED PAPERS: YOUTH- EPAGS WORKSHOP: PSYCHOLOGY IN RUSSIA: SCRA PAPERS CLINICAL PAPERS: RELATED ISSUES ETHICS AND PAST AND FUTURE (p.28) HYPERMASCULINITY (p.27) ELECTRONICS TRENDS AND (p.15) (p.14) PERCEPTION OF PEER MUSCULARITY (p.26) EPAGS WORKSHOP: CSI SCIENTIFIC UTOPIA: NEUROSCIENCE INVITED SCRA SYMPOSIUM: THE CLINICAL INVITED COGNITIVE PAPERS: BOSTON: WHERE CROWDSOURCING KEYNOTE ADDRESS: EARL INFLUENCE OF SYMPOSIUM: EFFECTS LANGUAGE PSYCHOLOGY SCIENCE MILLER ACADEMIA ON OF PROTON (p.43) MEETS THE LAW (p.30) (p.30) MEN RADIATION FOR BRAIN (p.43) (p.29) TUMORS (p.30)
APPLIED SYMPOSIUM: EPAGS WORKSHOP: TO- PSI BETA INVITED INTERNATIONAL WHEN DOES BEHAVIOR DOS AND NOT TO-DOS OF KEYNOTE ADDRESS: LEARNING INVITED PAPERS: PSYCHOLOGY BECOME GIVING A PROFESSIONAL BERNARDO KEYNOTE ADDRESS: AROUND THE BAD: MORAL AMBIGUITIES PRESENTATION CARDUCCI MARK BOUTON WORLD (p.58) (p.45) (p.43) (p.44) (p.65)
APPLIED INVITED INVITED SYMPOSIUM: PREPARING FOR YOUR SCRA SYMPOSIUM: THE INTERNATIONAL SYMPOSIUM: EPAGS BUSINESS NEURAL BASIS OF FEAR, CAREER WITH A CURRENT AND FUTURE PAPERS: ISSUES IN CONSERVATION MEETING ANXIETY, DEPRESSION PSYCHOLOGY STATUS CROSS-CULTURAL PSYCHOLOGY (p.67) AND NORMAL DEGREE OF PROFESSIONAL PSYCHOLOGY (p.58) ADOLESCENT (p.67) PSYCHOLOGY (p.65) BRAIN DEVELOPMENT (p.66) (p.59) TAKING A VISION AND INTERNATIONAL APPLIED INVITED EPAGS WORKSHOP: THE MAKING IT HAPPEN: SYMPOSIUM: GLOBAL SYMPOSIUM: HELPING PSYCHOLOGY OF REFLECTIONS VIOLENCE ADULTS HORROR ON EFFECTIVE PSI CHI (p.84) ADDRESS MOVIES LEADERSHIP PRACTICES CYBERBULLYING (p.70) (p.82) (p.82)
CLINICAL PAPERS: TREATMENT EXPECTANCY, STATE HOPE, AND SUBSTANCE USE (p.85) COGNITIVE INVITED APPLIED PAPERS: EPAGS WORKSHOP: CLINICAL INVITED PREPARING FOR HISTORY INVITED INTERNATIONAL SYMPOSIUM: INDUSTRIAL/ I HAVE A B.A. IN SYMPOSIUM: TOWARDS A GRADUATE SCHOOL IN SYMPOSIUM: SYMPOSIUM: REPRESENTATION ORGANIZATIONAL PSYCHOLOGY NOW UNDERSTANDING OF THE PSYCHOLOGY: INTERNATIONAL PSYCHOLOGY AND THE CONSTRUCTION (p.98) WHAT? DEVELOPMENT OF BRAIN MINI-WORKSHOP I PERSPECTIVES UNITED NATIONS' (p.111) (p.110) ALTERATIONS IN THE RISK (p.111) (p.112) AGENDA ON HUMAN FOR RIGHTS SCHIZOPHRENIA (p.109) (p.110)
CLINICAL INVITED APPLYING TO GRADUATE INVITED SYMPOSIUM: INTERNATIONAL COGNITIVE PAPERS: APPLIED PAPERS: EPAGS WORKSHOP: SYMPOSIUM: SCHOOL IN PSYCHOLOGY: NONTRADITIONAL SYMPOSIUM: INTER- MEMORY LEGAL/FORENSIC ISSUES VIOLENCE IN THE MEDIA NEUROBIOMARKERS OF MINI-WORKSHOP II APPROACHES TO ETHNIC TENSIONS IN (p.112) (p.115) (p.114) SUSCEPTIBILITY FOR (p.116) BEHAVIORAL THE MULTI-CULTURAL NEUROPSYCHIATRIC HEALTHCARE (p.117) UNIVERSITY (p.114) ILLNESS (p.115) EPAGS INVITED SPEAKER: CLINICAL SYMPOSIUM: HISTORY INVITED SYMPOSIUM: WORKING STEPS FOR APPLYING TO EXPLORING KEYNOTE ADDRESS: WITH LINGUISTIC GRADUATE SCHOOL DEVELOPMENTAL ALEXANDRA MINORITIES (p.121) ANTECEDENTS, RUTHERFORD (p.128) MANIFESTATIONS, AND (p.121) COVARIATIONS OF PSYCHOPATHY AND SEXUAL SADISM (p.127) APPLIED SYMPOSIUM: INTERNATIONAL INVITED HISTORY OF COGNITIVE PAPERS: INDIVIDUAL AND EPAGS WORKSHOP: KEYNOTE ADDRESS: PSYCHOLOGY AWARDS CEREMONY & ATTENTION CONTEXTUAL STICKY SITUATIONS IN HAROLD SYMPOSIUM: DIGITAL RECEPTION FOR PSI CHI (p.142) INFLUENCES ACROSS THE ACADEMIA TAKOOSHIAN HISTORY (p.131) LIFE SPAN (p.144) (p.131) (p.142) (p.144) COGNITIVE PAPERS: APPLIED SYMPOSIUM: CLINICAL SYMPOSIUM: THE ABC'S OF CHAPTER APPLIED MEMORY EARLY-DEVELOPING DEVELOPMENTAL AND SUCCESS-CONNECTION HISTORY OF INTERNATIONAL: (p.148) CONCEPTS HEALTH AND PSYCHOLOGY PAPERS WORKSHOP ON HOPE- OF CHOICE AND OUTCOMES FOR COLLABORATION WITH (p.147) CENTERED MORALITY VULNERABLE YOUTH PSI CHI CHAPTERS THERAPY (p.149) DURING THE (p.149) (p.149) TRANSITION TO ADULTHOOD (p.147)
President’s Welcome 2014 Convention of the Eastern Psychological Association
Welcome to the 85th meeting of the Eastern Psychological Association. Although I am currently at the University of Kentucky, I was raised in New York City and have maintained my affiliation with EPA (for over 40 years) because no other meeting devoted to psychological research has the breadth and quality of our annual convention. This year is no different. Some of the highlights of our 2014 meeting are: The Cognitive Invited Keynote Address by Steven Pinker (Harvard University) The Sense of Style: Why Academic Writing is so Bad, and How to Make it Better
The Psi Chi Invited Keynote Address by Anthony Greenwald (University of Washington) How ‘Hidden Biases of Good People’ Produce Discrimination.
Presidential Integrative Symposium chaired by Edward Wasserman (University of Iowa) Categorization: Insights from Cognitive Science, Neuroscience, Developmental Psychology, and Comparative Psychology
Presidential Invited Symposium chaired by Irene Pepperberg (Harvard University) Closing the ‘Gap:’ Advances in Animal Cognition
Keller Award Distinguished Lecture by Edward Wasserman (University of Iowa) From Keller and Schoenfeld to Concepts and Categories
The Social Invited Keynote Address by John Bargh (Yale University) Embodied Social Cognition via Conceptual Scaffolding
The Learning Invited Keynote Address by Mark Bouton (University of Vermont) Contextual Control of Instrumental Behavior and Its Inhibtion
The Developmental Invited Keynote Address by B. J. Casey (Weill Cornell Medical College) Development of Fear: Evidence from Mouse to Human
The Applied Invited Keynote Address by Samuel Sommers (Tufts University) Tug of War on a Tightrope: Applying Psychology as an Expert Witness
The Neuroscience Invited Keynote Address by Earl Miller (Massachusetts Institute of Technology) Cognition is Rhythmic
The Clinical Invited Keynote Address by Elaine Walker (Emory University) Adolescent Neurodevelopment and the Biobehavioral Expression of Vulnerability for Psychosis
I would like to thank all of the people who have worked so hard to put this excellent program together: in particular our Executive Officer, Fred Bonato, the Program Committee, chaired by Nancy Kim, The Board of Directors and the student assistants and volunteers.
Enjoy the meeting!
Tom Zentall
The Department of Psychology at the University of Kentucky congratulates Dr. Thomas Zentall as the 85th President of the Eastern Psychological Association.
The Department of Psychology at the University of Kentucky came into existence in 1917 with a faculty size of two. Today, 33 faculty members teach all of the courses in our graduate and undergraduate curricula. Our faculty serves 1,000 majors and 90 fully-funded graduate students. The department offers Ph.D.s in five areas: Behavioral Neuroscience and Psychopharmacology (BNP); Clinical Psychology; Cognition, Learning & Performance (CLP); Developmental Psychology; and Social Psychology. The BNP program anchors the Center for Drug Abuse Research Translation, which is the nation’s first and longest running NIDA Prevention Center. The program in Clinical Psychology is one of the top clinical training programs in the country and its faculty is ranked as the most research productive clinical faculty in the nation. The graduate program in clinical is fully accredited by the American Psychological Association and by the Psychological Clinical Science Association, of which it is a founding member. The CLP program offers a wide range of research training covering animal cognition, human cognition, and applied cognition. The Developmental program provides multidisciplinary training centered on the Children at Risk research group. The Social Psychology program is one of the fastest rising young programs in the country.
Our distinguished faculty members serve as principal investigators on approximately $4.5 million in grants from the National Institutes of Health, the National Science Foundation, and several other agencies. Many faculty have received international, national and university awards for their research accomplishments. Half of our faculty has served in editing positions of top research journals and half hold fellow status in professional organizations.
Dr. Thomas Zentall has been a member of the Department of Psychology at UK since 1976. He is a Fulbright Scholar, winner of the D.O. Hebb Distinguished Scientific Contributions Award of APA, and a Fellow of the Society of Experimental Psychologists. He is past-Chair of the Governing Board of the Psychonomic Society, past president of the Comparative Cognition Society; and past-president of the Midwestern Psychological Association.
Learn more about UK Psychology at: psychology.as.uky.edu
Officers and Committees of the Eastern Psychological Association
OFFICERS
President Thomas Zentall, University of Kentucky President-Elect Susan Nolan, Seton Hall University Past President Debra A. Zellner, Montclair State University Executive Officer Frederick Bonato, Montclair State University Treasurer Maryellen Hamilton, Saint Peter’s University Historian Robin L. Cautin, Manhattanville College Program Committee Chair Nancy Kim, Northeastern Univerisity
BOARD OF DIRECTORS
2011-2014 Bruce Brown, Queens College CUNY 2013-2016 Richard Conti, Kean University 2013-2016 Terry Davidson, American University 2011-2014 Bonnie Green, East Stroudsburg University 2012-2015 Christopher Hakala, Western New England University 2013-2016 Marie Helweg-Larsen, Dickinson College 2011-2014 James Macdonall, Forham University 2012-2015 Irene Pepperberg, Harvard University 2012-2015 Steven Sloman, Brown University
PROGRAM COMMITTEE
2011-2013 Nancy Kim, Program Committee Chair, Northeastern University ex officio Frederick Bonato, Executive Officer, Montclair State University ex officio Thomas Zentall, University of Kentucky 2011-2013 Michael Bernstein, Penn State University Abington 2012-2015 Robin L. Cautin, Historian, Manhattanville College 2013-2015 Kelly Goedert, Seton Hall University 2011-2013 Daniel Gottlieb, Sweet Briar College 2012-2014 Judy Platania, Roger Williams University 2012-2014 Regina Sullivan, New York University 2013-2015 Kathleen Talyor, Columbia University 2012-2014 Deborah Walder, Brooklyn College CUNY 2012-2014 Stacey Zaremba, Moravian College
Affiliates
Samvel Jeshmaridian, Psi Beta, TCI College of Technology Deborah Harris-O’Brien, PsiChi, Trinity Washington University Merceded McCormick, International Psychology, Pace University Michele Ronayne, SCRA, Nova Psychiatric Services Jill Swirsky, EPAGS, Rowan University
Past Presidents of the Eastern Psychological Association
Recognition 1929-1930: Robert S. Woodworth 1957-1958: Stuart W. Cook 1985-1986: Florence L. Denmark 1930-1931: Howard C. Warren 1958-1959: Carl Pfaffmann 1986-1987: Robert A. Rescorla 1931-1932: Margaret Floy Washburn 1959-1960: James J. Gibson 1987-1988: Ethel Tobach 1932-1933: Raymond Dodge 1960-1961: S. Smith Stevens 1988-1989: Edwin P. Hollander 1933-1934: James M. Cattell 1961-1962: George A. Miller 1989-1990: Doris R. Aaronson 1934-1935: Joseph Jastrow 1962-1963: Richard L. Solomon 1990-1991: Linda M. Bartoshuk 1935-1936: Herbert S. Langfeld 1963-1964: Charles N. Cofer 1991-1992: Russell M. Church 1936-1937: Samuel W. Fernberger 1964-1965: David C. McClelland 1992-1993: Lewis P. Lipsitt 1937-1938: Karl S. Lashley 1965-1966: Eliot Stellar 1993-1994: Norman E. Spear 1938-1939: Karl M. Dallenbach 1966-1967: James E. Deese 1994-1995: Kay Deaux 1939-1940: Fredric L. Wells 1967-1968: Eleanor J. Gibson 1995-1996: George H. Collier 1940-1941: Walter S. Hunter 1968-1969: Morton Deutsch 1996-1997: Ludy T. Benjamin, Jr. 1941-1942: Gardner Murphy 1969-1970: B. Richard Bugelski 1997-1998: Bartley G. Hoebel 1942-1943: Gordon W. Allport 1970-1971: Joseph V. Brady 1998-1999: John Gibbon 1943-1944: Edna Heidbreder 1971-1972: Roger Brown 1999-2000: Ralph R. Miller 1944-1945: Henry E. Garrett 1972-1973: William N. Schoenfeld 2000-2001: Barbara F. Nodine 1945-1946: Edwin G. Boring 1973-1974: Jerome L. Singer 2001-2002: Jeremy M. Wolfe 1946-1947: Anne Anastasi 1974-1975: Jerome Kagan 2002-2003: Carolyn Rovee-Collier 1947-1948: J. McVicker Hunt 1975-1976: Lorrin A. Riggs 2003-2004: Peter Balsam 1948-1949: Otto Klineberg 1976-1977: Julian B. Rotter 2004-2005: Mark Bouton 1949-1950: A. Hadley Cantril 1977-1978: Julian E. Hochberg 2005-2006: Stanley Weiss 1950-1951: Carl I. Hovland 1978-1979: Leon J. Kamin 2006-2007: Philip Hineline 1951-1952: Frank A. Beach 1979-1980: Seymour Wapner 2007-2008: Robert Sternberg 1952-1953: Neal E. Miller 1980-1981 Robert Perloff 2008-2009: Nora Newcombe 1953-1954: Harold Schlosberg 1981-1982: Mary Henle 2009-2010: Kurt Salzinger 1954-1955: B. F. Skinner 1982-1983: Judith Rodin 2010-2011: Ruth Colwill 1955-1956: Clarence H. Graham 1983-1984: Virginia S. Sexton 2011-2012: Andrew Delamater 1956-1957: Fred S. Keller 1984-1985: Nancy S. Anderson 2012-2013: Debra A. Zellner 2013-2014: Thomas Zentall
Fellows of the Eastern Psychological Association Aaronson, Doris 2010 Gielen, Uwe 2008 Pelchat, Marcia Levin 2013* Adler, Leonore 2010 Glass, Arnold 2009 Pepperberg, Irene 2008 Allan, Robert 2009 Golinkoff, Roberta 2009 Phelps, Elizabeth 2010 Allan, Lorraine 2009 Hall, Geoffrey 2009 Phillips, Deborah 2011 Baker, Andy 2011 Harris, Ben 2010 Pickren, Wade 2009 Baker, David B. 2013* Henriques, Gregg 2011 Polivy, Janet 2013* Baker, Suzanne 2011 Herbert, James 2010 Porac, Clare 2009 Balsam, Peter 2009 Herman, Peter 2013* Powers, Alice 2009 Barlow, David 2011 Hineline, Phil 2010 Poyrazli, Senel 2010 Barr, Rachel 2010 Hoebel, Bartley 2009 Primavera, Louis 2008 Bartoshuk, Linda 2010 Hofmann, Stefan 2010 Prohaska, Vincent 2010 Behrmann, Marlene 2012 Hogan, John 2008 Rajaram, Suparna 2010 Beins, Barney 2010 Hogan, Thomas 2010 Rescorla, Robert 2010 Benjamin, Ludy 2009 Hollander, Ed 2010 Riccio, David 2013* Bertisch Meir, Rivka 2010 Honey, Robert 2010 Robinson, Terry 2012 Bigelow, George 2008 Horvitz, Jon 2012 Rodin, Judith 2010 Birnbaum, Michael 2013* Howard, James 2009 Rogers, Tim 2012 Blaisdell, Aaron 2011 Hunt, Pamela 2008 Roig, Miguel 2010 Blass, Thomas 2009 Jalbert, Norine 2008 Rosales-Ruiz, Jesus 2011 Bonato, Fred 2010 Javier, Rafael Art 2013* Rozin, Paul 2013* Bosack, Theodore 2011 Johnson, Blair 2009 Rovee-Collier 2008 Bouton, Mark 2008 Johnson-Laird, Philip 2008 Rubin, Neil 2010 Bridges, K. Robert 2012 Kalat, James 2008 Rutherford, Alexandra 2010 Bronzaft, Arline 2010 Kassin, Saul 2013* Salzinger, Kurt 2009 Brown, Bruce 2012 Kiess, Harold 2011 Schacter, Dan 2011 Brown, Michael 2009 Killcross, Simon 2011 Schaie, K. Warner 2008 Bruner, Jerome S. 2013* Kirkpatrick, Kimberly 2013* Schoenbaum, Geoffrey 2012 Brunstrom, Jeff 2013* Kontos, Anthony 2012 Shapiro, Ronald 2011 Buschke, Herman 2008 Krueger, Joachim 2011 Shors, Tracey 2010 Camara, Wayne 2010 Kruschke, John 2012 Siegel, Shepard 2009 Cameron, Sam 2009 Langer, Ellen 2010 Sigal, Janet 2010 Cardello, Armand 2012 Lattal, Matthew 2013* Sloman, Steven 2010 Carnell, Susan 2013* Leaton, Robert 2011 Sobel, David 2011 Catania, Charles 2010 Ledoux, Joseph 2010 Spear, Norman 2010 Cautin, Robin 2010 Leslie, Alan M. 2013* Spilich, George 2009 Chrisler, Joan 2009 Levitsky, David 2013* Steele, Claude 2010 Church, Russ 2010 Lewis, Michael 2009 Steingrimsson, Ragnar 2013* Colwill, Ruth 2008 Liben, Lynn 2012 Sternberg, Robert 2008 Contrada, Richard 2009 Lipsitt, Lewis 2010 Stevens, Michael 2010 Cook, Robert 2009 Loftus, Elizabeth 2011 Stricker, Lawrence 2009 Cronin-Golomb, Alice 2008 Logan, Cheryl 2012 Sussman, Nan M. 2013* Crystal, Jonathon 2013* Long, Gerald 2008 Takooshian, Harold 2008 Davidson, Terry 2013* Luce, Duncan 2010 Teghtsoonian, Robert 2011 Deaux, Kay 2010 MacDonall, James 2013* Teghtsoonianm, Martha 2011 Deci, Edward 2008 Maier, Steve 2013* Terrce, Herbert 2012 Delamater, Andrew 2008 Malt, Barbara 2008 Thayer, Paul 2008 Denmark, Florence 2010 Matzel, Louis 2009 Tobach, Ethel 2013* Dewsbury, Donald 2013* Mazur, James 2012 Tomie, Arthur 2013* Dickinson, Tony 2011 McBride, Christine 2009 Tversky, Barbara 2010 Dunn, Dana 2008 McClelland, Jay 2012 Urcuioli, Peter 2011 Dutch, Susan 2009 McConnell, Allen R. 2013* Velayo, Richard 2010 Fagen, Jeffrey 2010 McLaren, Ian 2012 Wagner, Allan 2010 Fantino, Edmund 2011 Mennella, Julie 2013* Wang, Alvin Y. 2013* Farley, Frank 2008 Miller, Ralph 2008 Wansink, Brian 2013* Ferrari, Joseph 2008 Monti, Peter 2009 Weiss, Stan 2009 Fields, Lanny 2012 Moore, John 2008 Whitbourne, Susan 2008 Fish, Jefferson 2010 Mulvey, Edward 2012 Williams, Douglas 2011 Freeman, James 2011 Myers, David 2012 Wolfe, Jeremy 2009 Frieze, Irene 2013* Nader, Karim 2011 Wright, Jack 2011 Galanter, Eugene 2013* Newcombe, Nora 2008 Zanna, Mark 2008 Ganzel, Barbara 2013* Nodine, Barbara 2009 Zellner, Debra 2010 Geer, James 2008 Nolan, Laurence J. 2013* Zentall, Thomas 2009 Geliebter, Allan 2013* Norcross, John 2008 Zimbardo, Phil 2010 Gelman, Rochel 2013* Parker, Scott 2010 Ghirardelli, Thomas 2009 Pearce, John 2011
Affiliated Organizations
APA Division 27—Society of Community Research Action (SCRA) http://www.apa.org/divisions/div27 APA Division 52—International Psychology http://www.internationalpsychology.org Council of Teachers of Undergraduate Psychology http://www.psych.txstate.edu/ctup Council of Undergraduate Psychology Programs (CUPP) http://www.am.org/cupp Recognition Psi Beta: National Honor Society in Psychology for Community & Junior Colleges http://psibeta.org Psi Chi: The National Honor Society in Psychology http://www.psichi.org Psychology Teachers at Community Colleges (PT@CC) http://www.apa.org/ed/pt@cc_update.html Society for the Teaching of Psychology (STP) http://teachpsych.lemoyne.edu/teachpsych/div/divindex.html Teachers of Psychology in Secondary Schools (TOPSS) http://www.apa.org/ed/topsshomepage.html
Founders Group
Doris Aaronson Anthony M. Graziano William Penn Foundation Nancy S. Anderson Bartley G. Hoebel In honor of Linda M. Bartoshuk John Hogan Gloria Twine Chisum Gary M. Brosvic Edwin P. Hollander Mary Reuder Murray & Norma Benimoff Marvin A. Iverson Lorrin A. Riggs Ludy T. Benjamin, Jr. Memorial Fund Thomas E. Shipley J. Marshall Brown O.W. Lacy Norman E. Spear Samuel M. Cameron Lewis P. Lipsitt Julian C. Stanley Florence L. Denmark Joseph M. Notterman Walter C. Stanley
The Founders Group consists of individuals who have donated a total of $500 to EPA over a period of years. Donations may be sent to the Executive Office:
Frederick Bonato, EPA, 325 College Hall, Montclair State University, 1 Normal Avenue, Montclair, NJ 07043
EPA Thanks the Following Individuals
Retiring Board of Directors Members
Bruce Brown, Bonnie Green, and James Macdonall
Program Reviewers
Andrea Auther, Astrid Beigel, Jake Benfield, Yosefa Ehrlich, Heather Henkell, Joyce Jagielo, Victoria James, Amy Learmonth, Katherine Marsland, Katherine Moen, Maria Parmley, Tania Roth, Alicia Schmelzly, Alicia Schmeltzly, Heather Sienkiewicz, Harold Takooshian, Vanja Vlajnic
Year-Long Student Volunteers
Nor Theresa Galang (Saint Peter’s University) Nancy Greene (Montclair State University) Daniel Neblock (Montclair State University) Yanitsa Toneva (Saint Peter’s University)
Future Meetings
2015 – Marriott Downtown, Philadelphia, PA – March 5-8 2016 – Marriott Marquis, New York, NY – March 3-6 2017 – Boston Park Plaza and Towers, Boston, MA – March 16-19 2018 – Marriott Downtown, Philadelphia, PA – March 1-4 2019 – Marriott Marquis, New York, NY – Feb. 28 – March 3 2020 – Boston Park Plaza and Towers, Boston, MA – March 12-15 PSI CHI INVITED KEYNOTE ADDRESS: ANTHONY GREENWALD Thursday, March 13, 2014 5:00 PM - 6:20 PM Georgian HOW ‘HIDDEN BIASES OF GOOD PEOPLE’ PRODUCE DISCRIMINATION
ANTHONY GREENWALD (UNIVERSITY OF WASHINGTON)
Discrimination in the United States has changed greatly in the last 50 years. In the 1980s, the concept of ‘modern racism’ captured some of these changes. More recently, the concept of ‘implicit’ (or ‘hidden’) bias has been introduced to understand further changes, including changes in how gender biases operate. This presentation supports the conclusion that societally significant discrimination now occurs mostly without either malice or intent—as products of mental processes that operate automatically and unthinkingly.
Anthony G. Greenwald was elected a member of the American Academy of Arts and Sciences in 2007. He is presently Professor of Psychology at University of Washington (1986-present) and was previously at Ohio State University (1965-86). Greenwald received his BA from Yale (1959) and PhD from Harvard (1963). He has published over 180 scholarly articles, served on editorial boards of 13 psychological journals, and has received three major research career awards — the Donald T. Campbell Award from the Society of Personality and Social Psychology (1995), the Distinguished Scientist Award and Symposia from the Society of Experimental Social Psychology (2006), and the William James Fellow Invited Addresses Lifetime Achievement Award from the Association for Psychological Science (2013). In 1995 Greenwald invented the Implicit Association Test (IAT), which rapidly became a standard for assessing individual differences in implicit social cognition. The IAT method has provided the basis for three patent applications and numerous applications in clinical psychology, education, marketing, and diversity management.
DEVELOPMENTAL INVITED KEYNOTE ADDRESS: B. J. CASEY Friday, March 14, 2014 9:00 AM - 10:20 AM Georgian DEVELOPMENT OF FEAR: EVIDENCE FROM MOUSE TO HUMAN
B.J. CASEY (WEILL CORNELL MEDICAL COLLEGE)
The study of fear learning and memory has garnered significant interest in recent years for its potential role in anxiety and stress related disorders. Regulating fear is a principle component of these disorders. By studying the development of fear learning and memories, insight can be gained into not only how these systems function normally across development, but also how they may go awry. By taking into account developmental, environmental, and genetic factors, the hope is that insights may be gained toward finding better treatments and preventative measures for vulnerable populations.
Dr. Casey is the Sackler Professor for Developmental Psychobiology and the director of the Sackler Institute at Weill Cornell Medical College and adjunct professor at Rockefeller University. She is a world leader in brain imaging and its use in typical and atypical development. She has received multiple awards, sits on several advisory boards, published over 150 articles and someone who is as passionate about training the next generation of scientists as she is about her own research.
APPLIED INVITED KEYNOTE ADDRESS: SAMUEL SOMMERS Friday, March 14, 2014 10:30 AM - 11:50 AM Georgian TUG-OF-WAR ON A TIGHTROPE: APPLYING PSYCHOLOGY AS AN EXPERT WITNESS
SAMUEL SOMMERS (TUFTS UNIVERSITY)
This talk will explore the opportunities and obstacles inherent to any effort to apply psychological research to trial proceedings. Drawing on my own expert experiences on issues related to racial bias and eyewitness memory, I will illustrate the methodological, interpretive, and moral dilemmas facing the psychologist who testifies. These challenges include not only surviving cross-examination, but also dealing with the efforts of supposedly “friendly” attorneys who push for wider-ranging conclusions than the literature permits.
Sam Sommers is an associate professor in the Department of Psychology at Tufts University in Medford, MA. He has authored over two dozen publications on issues related to race, diversity, and interracial interaction, as well as a general audience book titled Situations Matter (http://www.samsommers.com). He has won teaching awards at Tufts and an early career research award from the American Psychology-Law Society. He has testified as an expert witness in criminal proceedings in seven states.
NEUROSCIENCE INVITED KEYNOTE ADDRESS: EARL MILLER Friday, March 14, 2014 10:30 AM - 11:50 AM Terrace COGNITION IS RHYTHMIC
EARL K. MILLER (MASSACHUSETTS INSTITUTE OF TECHNOLOGY)
How are some thoughts favored over others? Recent work suggests rhythmic synchronization in cortical networks. Our brain may not operate continuously, but rather discretely, with pulses of activity routing packets of information. This could provide a backbone for coordinating neural computations. But at a cost: only so many things can be carried in a single oscillatory cycle. This can explain the most fundamental property of conscious thought, its limited capacity.
Earl Miller is the Picower Professor of Neuroscience at the Massachusetts Institute of Technology. He has academic appointments in The Picower Institute for Learning and Memory and the Department of Brain and Cognitive Sciences at MIT. Professor Miller uses experimental and theoretical approaches to study the neural basis of the high-level cognitive functions that underlie complex goal-directed behavior. The focus is on the frontal lobe, the region of the brain most elaborated in humans and linked to neuropsychiatric disorders. His laboratory has provided insights into how categories, concepts, and rules are learned, how attention is focused, and how the brain coordinates thought and action. They have innovated techniques for studying the activity of many neurons in multiple brain areas simultaneously, which has provided insight into how different brain structures interact and collaborate. This work has established a foundation upon which to construct more detailed, mechanistic accounts of how executive control is implemented in the brain and its dysfunction in diseases such as autism, schizophrenia and attention deficit disorder.
PSI BETA INVITED KEYNOTE ADDRESS: BERNARDO CARDUCCI Friday, March 14, 2014 12:00 PM - 1:20 PM Statler ASK NOT WHAT YOUR PSYCHOLOGY DEGREE CAN DO FOR YOU, BUT WHAT YOU CAN DO WITH YOUR PSYCHOLOGY DEGREE: A CALL TO PSI BETA THROUGH THE PROMOTION OF SOCIAL INTEREST
BERNARDO CARDUCCI (INDIANA UNIVERSITY SOUTHEAST)
A person-centered approach will be used in this analysis of citizen-organization relationships. Dr. Carducci is affiliated with the Shyness Research Institute (Indiana University Southeast) and the author of The Psychology of Personality: Viewpoints, Research, and Applications and several popular-press books on the topic of shyness, including Shyness: A Bold New Approach and The Pocket Guide to Making Successful Small Talk: How to Talk to Anyone Anytime Anywhere About Anything. His writings and advice on shyness have been featured in popular magazines and newspapers.
Bernie Carducci is a Fellow of the American Psychological Association (Divisions 1, and Symposia
2, & 52) and the author of The Psychology of Personality: Viewpoints, Research, and Invited Addresses Applications and several popular-press books on the topic of shyness. His writings and advice on shyness have been featured in such diverse sources as Psychology Today, U.S. News and World Report, Cosmopolitan, The Wall Street Journal, The London Times, The Los Angeles Times, and The New York Times.
LEARNING INVITED KEYNOTE ADDRESS: MARK BOUTON Friday, March 14, 2014 12:00 AM - 1:20 AM Terrace CONTEXTUAL CONTROL OF INSTRUMENTAL BEHAVIOR AND ITS INHIBITION
MARK E. BOUTON (UNIVERSITY OF VERMONT)
After years of studying the context’s role in Pavlovian learning, my students and I have begun to study its role in instrumental (operant) learning, the animal laboratory’s model of voluntary behavior. Consistent with Pavlovian learning, the context plays an important role in extinction and in other paradigms that retroactively inhibit the instrumental response (punishment, differential reinforcement of an alternative behavior, and negative contingency). In instrumental extinction, the organism appears to learn to inhibit a specific response in a specific context. Meanwhile, the instrumental behavior itself can be surprisingly easy to disrupt by context change. Evidence is consistent with the possibility that this can result from learning direct context-response and/or hierarchical context- >response-reinforcer relations. There are many implications for understanding behavior change and relapse after therapy.
Mark E. Bouton, Ph.D., is the Lawson Green and Gold Professor of Psychology at the University of Vermont. He has been doing research on the effects of context on learning and memory for over three decades. He has received a number of awards, including the Gantt Medal from the Pavlovian Society and the Quad-L Award from the University of New Mexico, and he is a Fellow of several organizations, including the American Psychological Association, the Association for Psychological Science, the Society of Experimental Psychologists, and the Eastern Psychological Association, of which he is a past president. He is in the middle of preparing the second edition of his textbook on learning theory (Learning and behavior: A contemporary synthesis, published in 2007 by Sinauer Associates). SOCIAL INVITED KEYNOTE ADDRESS: JOHN BARGH Friday, March 14, 2014 12:00 PM - 1:20 PM Georgian EMBODIED SOCIAL COGNITION VIA CONCEPTUAL SCAFFOLDING
JOHN BARGH (YALE UNIVERSITY)
Recently there have been many demonstrations of physical experiences influencing more abstract, higher order cognitive operations in a metaphoric or analogic manner. For example, briefly holding something physically warm induces a tendency to appraise others and behave towards them in a socially 'warm' fashion, and briefly touching something rough leads to appraisals of social interactions as not going very smoothly. It is argued that a model in which early learning of concepts, which tend to be about directly sensed, concrete experience (the physical world) serves as a scaffold for the later development of more abstract social versions of the same underlying concept. Similarly, innate motivations (e.g., safety, disease avoidance, reproduction) are shown to scaffold more abstract social motivations as well, with important consequences for political attitudes. The strong associative connections between the physical and psychological versions of the same underlying concepts then lead to implicit physical influences on social and political cognition throughout the lifespan. John Bargh is Professor of Psychology and Cognitive Science at Yale University; prior to his appointment at Yale he was on the faculty of New York University for 23 years. He received his undergraduate degree at Illinois and his PhD at Michigan where his advisor was Robert B. Zajonc. Bargh studies unconscious or automatic influences on higher cognitive processes including judgment, social behavior, and goal pursuits. He is the recipient of the Early Career Award from the American Psychological Association, the Donald T. Campbell Lifetime Achievement award from the Society for Personality and Social Psychology, and an honorary doctorate from Radboud University, the Netherlands. Bargh was inducted into the American Academy of Arts and Sciences in 2011.
COGNITIVE INVITED SYMPOSIUM: HUMAN CAPACITY FOR LANGUAGE Friday, March 14, 2014 1:30 PM - 2:50 PM Georgian THE HUMAN CAPACITY FOR LANGUAGE: DESIGN, REGENESIS AND EVOLUTION
This symposium examines the basis of the human capacity for language by considering its design. Unique universal design is the hallmark of a specialized biological system, so if language is a specialized system, then (a) distinct languages should converge on their design across channels—speech vs. gestures; (b) this design could emerge spontaneously in our species; and (c) its evolution should improve the species’ fit to its niche. Three talks evaluate these predictions.
Phonological design: speech and sign by Iris Berent (Northeastern University) From homesign to sign language: Creating language in the manual modality by Susan Goldin-Meadow (University of Chicago) Language as an Adaptation to the Cognitive Niche by Steven Pinker (Harvard University) Discussant(s): Iris Berent (Northeastern University)
COGNITIVE INVITED KEYNOTE ADDRESS: STEVEN PINKER Friday, March 14, 2014 3:00 PM - 4:20 PM Georgian THE SENSE OF STYLE: WHY ACADEMIC WRITING IS SO BAD, AND HOW TO MAKE IT BETTER
STEVEN PINKER (HARVARD UNIVERSITY)
Let’s face it: most academics are terrible communicators. Why do the world’s most cerebral people have difficulty conveying ideas? How can we do better? I suggest answers can be found in ideas from the modern sciences of mind and language, including: The Tree and Chain (mapping multidimensional ideas onto one-dimensional strings); The Curse of Knowledge (why it’s difficult to imagine what it’s like not to know something you do know); and The Long Shadow of Mrs. Grundy (distinguishing rules of usage worth keeping from those that are bogus).
Steven Pinker is an experimental psychologist and one of the world’s foremost writers and Symposia on language, mind, and human nature. Currently Harvard College Professor and Invited Addresses Johnstone Family Professor of Psychology at Harvard University, Pinker has also taught at Stanford and MIT. His research on visual cognition and the psychology of language has won prizes from the National Academy of Sciences, the Royal Institution of Great Britain, the Cognitive Neuroscience Society, and the American Psychological Association. He has also received seven honorary doctorates, several teaching awards at MIT and Harvard, and numerous prizes for his books The Language Instinct, How the Mind Works, and The Blank Slate. He is Chair of the Usage Panel of the American Heritage Dictionary, and often writes for The New York Times, Time, and The New Republic. He has been named Humanist of the Year, Prospect magazine’s “The World’s Top 100 Public Intellectuals,” Foreign Policy’s “100 Global Thinkers,” and Time magazine’s “The 100 Most Influential People in the World Today.”
PRESIDENTIAL INTEGRATIVE SYMPOSIUM: CATEGORIZATION Friday, March 14, 2014 4:30 PM - 5:50 PM Georgian CATEGORIZATION: INSIGHTS FROM COGNITIVE SCIENCE, NEUROSCIENCE, DEVELOPMENTAL PSYCHOLOGY, AND COMPARATIVE PSYCHOLOGY
To survive and reproduce, all organisms must adapt to a complex and ever-changing environment. Despite this variability in stimulation, humans and animals alike learn to respond similarly to different stimuli from the same category. How organisms detect, extract, and apply those aspects of stimuli that support successful categorization is the focus of this symposium, which draws on recent evidence from cognitive science (Aude Oliva), neuroscience (Earl Miller), developmental psychology (Paul Quinn), and comparative psychology (Edward Wasserman).
KELLER AWARD DISTINGUISHED LECTURE: EDWARD WASSERMAN Saturday, March 15, 2014 9:00 AM - 10:20 AM Georgian FROM KELLER AND SCHOENFELD TO CONCEPTS AND CATEGORIES
EDWARD A. WASSERMAN (UNIVERSITY OF IOWA)
Keller and Schoenfeld (1950) offered a unique behavioral perspective on conceptualization and categorization, one that has proven to be dramatically out of step with mainstream cognitive theory. Keller and Schoenfeld’s behavioral approach has inspired my own research into conceptualization and categorization by nonhuman animals. Using a system of arbitrary visual tokens, my colleagues and I have built ever-expanding nonverbal “vocabularies” in pigeons through a variety of different discrimination tasks. Pigeons have reliably categorized as many as 500 individual photographs from as many as 16 different human object categories, even without the benefit of seeing an item twice. Our formal model of categorization effectively embraces 25 years of empirical evidence as well as generates novel predictions for both pigeon and human categorization behavior. Comparative study should continue to elucidate the commonalities and disparities between human and nonhuman categorization behavior; it should also explicate the relationship between associative learning and categorization.
Edward A. Wasserman received his B.A. in psychology from UCLA and his Ph.D. from Indiana University. He is Stuit Professor Experimental Psychology. He has served as President of the Comparative Cognition Society as well as President of Divisions 3 (Experimental Psychology) and 6 (Behavioral Neuroscience and Comparative Psychology) of the American Psychological Association. He is a member of the Society of Experimental Psychologists and was the 2011 recipient of the D. O. Hebb Distinguished Scientific Contribution Award from Division 6 of APA. He has edited four volumes, most recently the Oxford handbook of comparative cognition (with Thomas R. Zentall) and How animals see the world: Comparative behavior, biology, and evolution of vision (with Olga F. Lazareva and Toru Shimizu).
PRESIDENTIAL ADDRESS: THOMAS ZENTALL Saturday, March 15, 2014 10:30 AM - 11:50 AM Georgian THE BEHAVIORAL ORIGINS OF HUMAN SUBOPTIMAL CHOICE
THOMAS R. ZENTALL (UNIVERSITY OF KENTUCKY)
Humans choose suboptimally when, for example, (1) they engage in games of chance (commercial gambling, e.g., slot machines, lottery tickets), (2) when less is valued over more (e.g., a bronze medal makes the recipient happier than a silver medal), and (3) when past investment affects future choice (sunk cost). We have found that all three effects and others can be demonstrated in animals. The implication of these findings is that these behaviors are not uniquely human and have basic behavioral origins.
Thomas R. Zentall is DiSilvestro Professor of Arts and Sciences at the University of Kentucky, and was a Fulbright Visiting Professor at the Université de Lille, France. Dr. Zentall received his Ph.D. from the University of California at Berkeley. He has served as President of the Midwestern Psychological Association, Chair of the Governing Board of the Psychonomic Society, and President of the Comparative Cognition Society. He has also served as President of Division 3 (Experimental Psychology) and Division 6 (Behavioral Neuroscience and Comparative Psychology) of the American Psychological Association. PRESIDENTIAL INVITED SYMPOSIUM: ADVANCES IN ANIMAL COGNITION Saturday, March 15, 2014 12:00 PM - 1:20 PM Georgian CLOSING THE "GAP:" ADVANCES IN ANIMAL COGNITION
All animals process information; a few of the questions that arise with respect to nonhumans involve the type of information processed, how much is being processed, the modality in which it is being processed, and the extent to which animal processing is both similar to and different from that of human cognitive processes. By studying a variety of species in a number of different tasks, the researchers in this symposium are providing some answers.
Temporal Integration and Cognition in Birds by Robert Cook & Muhammad A. J. Qadri, Tufts University Recognition of Amodal and Modally Completed Shapes by a Grey Parrot (Psittacus erithacus) by Irene M. Pepperberg, Harvard University Reflections of Dolphin and Elephant Minds by Diana Reiss, Hunter College, CUNY Evolutionary Economics: Mapping Decision-Making Traits in Chimpanzees and Bonobos by Alexandra G. Rosati, Yale University
and Symposia
Invited Addresses
APA DISTINGUISHED SCIENTIST LECTURE: DANIEL SIMONS Saturday, March 15, 2014 1:30 PM - 2:50 PM Georgian MISSING WHAT'S MISSING
DANIEL J. SIMONS (UNIVERSITY OF ILLINOIS AT URBANA- CHAMPAIGN)
A fundamental cognitive bias affects how we think about the workings of our own mind. It contributes to mistaken beliefs about perception, attention, memory, and awareness, and it undergirds many of the well-studied biases in reasoning and decision making. It even contributes to poorly designed psychology interventions. In this talk, I will identify this core bias and demonstrate why it matters.
Daniel J. Simons is a Professor of Psychology at the University of Illinois at Urbana- Champaign. He received his Ph.D. from Cornell University and was an Assistant and John Loeb Associate Professor of Psychology at Harvard University before being recruited to Illinois in 2002. He is a Fellow and Charter Member of APS, an Alfred P. Sloan Fellow, and recipient of APA’s Early Career Award (in 2003). He and Christopher Chabris jointly received the 2004 Ig Nobel prize for showing that it is possible to hide a gorilla in plain sight. They also co-authored a New York Times bestseller, The Invisible Gorilla. HISTORY INVITED KEYNOTE ADDRESS: ALEXANDRA RUTHERFORD Saturday, March 15, 2014 1:30 PM - 2:50 PM Terrace WOMEN “OUGHT NOT TO HAVE ANY SEX, BUT THEY DO”: AND OTHER TALES OF GENDER IN SCIENCE
ALEXANDRA RUTHERFORD (YORK UNIVERSITY)
In 1949, Edwin Boring wrote to Helen Peak that women scientists “ought not to have any sex, but they do.” What did Boring mean by this? Was he implying that men, by contrast, did not have a sex? Using a mid-20th century case study from the history of psychology, I will explore the ongoing debates about gender and science and argue that the import of Boring’s statement lingers in contemporary discourse about the problems women’s lives pose for scientific careers.
Alexandra Rutherford is an associate professor of the history and theory of psychology at York University in Toronto. She writes about the relationship between psychology and American society from the mid-20th-century to today. She has published Beyond the Box: B. F. Skinner’s Technology of Behavior from Laboratory to Life, the Handbook of International Feminisms, and two textbooks on the history of psychology. She is a fellow of EPA and APA and was the 2013 President of the Society for the History of Psychology.
CLINICAL INVITED KEYNOTE ADDRESS: ELAINE WALKER Saturday, March 15, 2014 3:00 PM - 4:20 PM Georgian ADOLESCENT NEURODEVELOPMENT AND THE BIO-BEHAVIORAL EXPRESSION OF VULNERABILITY FOR PSYCHOSIS
ELAINE WALKER (EMORY UNIVERSITY)
The ‘prodrome’ is the period of functional decline and increasing symptoms that precedes the onset of psychosis. It typically emerges during adolescence or early adulthood, and has become the focus of intense investigation in the past two decades. This presentation reviews research findings on clinical high risk (CHR) youth who manifest prodromal syndromes, with an emphasis on recent results on predictors of psychosis from the multi-site, North American Prodrome Longitudinal Study (NAPLS).
Elaine Walker is Samuel Candler Dobbs Professor of Psychology and Neuroscience at Emory University. Her research group is funded by the NIMH to study the behavioral and neuromaturational changes that precede psychotic disorders. She is the recipient of the WT Grant Faculty/Scholar Award, NIMH Career Development awards, the Gralnick Award from the American Psychological Society, the Cattell Foundation Award, the Joseph Zubin Award for life-time achievement, and the James McKeen Cattell award for Lifetime Achievement.
INTERNATIONAL INVITED KEYNOTE ADDRESS: HAROLD TAKOOSHIAN Saturday, March 15, 2014 3:00 PM - 4:20 PM Terrace IS AMERICAN PSYCHOLOGY TRULY XENOPHOBIC, 30 YEARS LATER?
HAROLD TAKOOSHIAN (FORDHAM UNIVERSITY)
In her historic 1984 EPA Presidential Address in Baltimore, Virginia Staudt Sexton boldly challenged her listeners with this terse query: "Is American Psychology Xenophobic?" So much has changed in 30 years--in part due to Virginia's sedulous efforts and global ken. This address traces the fascinating ebb and flow of cross-national psychology before and after 1984, including Virginia's contributions, and some remarkable indicators of changes in U.S. and world psychology in the 21st Century.
Harold Takooshian completed his PhD at CUNY in 1979, studying with psychology "missionaries" like Stanley Milgram and Florence Denmark. Much of his 35 years of research, teaching, and leadership has been on global issues. Inspired by Virginia Sexton, he has taught at 12 and Symposia universities in 6 nations, including two Senior Fulbrights to the USSR (1987-88) and Russia (2013-14), and co-founder of Invited Addresses the first I-O graduate program in Latin America (Chile in 1984, with Derek Vidler). Takooshian works with the United Nations, and is a charter fellow and past-President of the APA Division of International Psychology. He crafted the first EPA track on international psychology in 2002--making EPA the first U.S. regional to offer an international program.
SOCIETY FOR TEACHING IN PSYCHOLOGY INVITED KEYNOTE ADDRESS: KENNETH KEITH Saturday, March 15, 2014 4:30 PM - 6:30 PM Georgian VOICES FROM THE PAST: WILLIAM JAMES, H. B. ALEXANDER, AND THE TEACHING OF PSYCHOLOGY
KENNETH KEITH (UNIVERSITY OF SAN DIEGO)
In the history of psychology, what goes around comes around. Thus, ideas that seem new may well reflect notions that are not new, but have simply been lost or forgotten. In this talk I will discuss the importance of scientific literacy, critical thinking, complex cognition, and the liberal arts. I will attempt to show the timeless nature of these concepts, as illustrated in the work of our forebears, including Harry Kirke Wolfe, William James, and H. B. Alexander, among others.
Ken Keith is Professor Emeritus of Psychological Sciences at the University of San Diego. At San Diego, he received the Outstanding Preceptor Award, the Davies Chair for Teaching Excellence, and a University Professorship for outstanding career contributions. He has been visiting scholar at Kwansei Gakuin University in Japan and St. Clare’s College-Oxford, and Chief Reader for the AP Psychology program. He is editor or author of more than 125 professional publications, including several books and many chapters and articles on such topics as cross-cultural psychology, quality of life, and the teaching of psychology. His recent work includes The Encyclopedia of Cross-Cultural Psychology; Intellectual Disability: Ethics, Dehumanization, and a New Moral Community; and Student Handbook to Psychology: History, Perspectives, and Applications.
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POSTER 2 &)"?"# $! "!' $1# "! $!# 75#& #$ #%& %&")#% $2 !' > '5") - 8&!#*#8$ $))&(& #5'&!# 1" # 1"!# 8& & ' > '&' EMOTIONAL AROUSAL DURING NARRATIVES ABOUT !#$ #8$ ( $51 0 $!& 8" ( >&! )5 ' ' &" !( &)"?"# $! ROMANTIC CONFLICTS ! # 5 # $! "!' #%& $#%& & >&' " $!# $)- %& &?1& &!#") 57H& # 8& & "!# 1"#&' #$ ! &" & #%& $>& ")) $1# "2#& B ; 0 0 A 0 " 8&&: $2 )5 ' ' &" 1 " # &- %& & 8& & !$ (! 2 "!# @ ' 22& &! & 7&&! ( $51 ! ' 22& &! & 7&&! #%& ( $51 $! $1# 5 >&* - $8&>& 0 $>& ")) $1# $ & # &!'&' 51 )5 #5"# $! $2 1 # % $ 5! "#& & $# $!") " $5 ")- % #5'* "2#& " 8&&:- &?" !&' 1 # % "!(& '5 !( !" "# >& "7$5# 5! &# $ "!# &)"# $! % 1 !&&' ! FG )"#& "'$)& &!# 8%$ 8& & 5 &!#)* ! POSTER 6 &)"# $! % 1 - 1 &' #&'0 8$ &! %"' " 8 '& 1 # % "!(& #%"! &! 5((& # !( #%"# #%&* 7& $ & $ & !&("# >&)* " $5 &' THE CONSTRUCTION AND VALIDATION OF THE '5 !( !" "# $! $2 5! &# !&&' - &1$ # $2 $ & "!(& "!' COLLEGIATE TRAIT GUILT INVENTORY "'!& ! & 1$! & #$ 5! &# !&&' "!' #%& 5 & $2 '& # 5 # >& $!2) # # "#&( & 8& & " $ "#&' 8 #% ( &"#& 1 # % "!(&- ; 0 @6 @A0 6 0 A 6 POSTER 3 % #5'* $5(%# #$ >") '"#& " !&8 &" 5 & $2 (5 )#0 #%& DOES A COGNITIVELY-STYLED EXPRESSIVE WRITING $))&( "#& " # 5 )# !>&!#$ * 0 8% % #" (&# " INTERVENTION REDUCE COLLEGIATE STRESS?: A TRUE $))&(&"(& 1$15)"# $!- & 5)# 5((& #&' ?&' &> '&! & 2$ EXPERIMENT. #%& $! # 5 # >") ' #* $2 #%& - # $!( $!>& (&!# &> '&! & 8" 1 & &!# $>& "))0 ")#%$5(% #%& & 8" 8&": $!>& (&!# >") ' #* 0 ; 60 6 2$ #%& &)"# $! % 1 (5 )# 57 ")&- %& ' ' !$# * &)' # $!( B 0 - 6 ' !"!# &> '&! &0 "!' #%& &?1& &!#") "! 15)"# $! $2 (5 )# ' ' !$# 511$ # $! # 5 # >") ' #*- %& '& $! # "#&' # $!( % #5'* $5(%# #$ &?" !& #%& &22& # $2 "! &?1 & >& 8 # !( $>& ")) !#& !") &) "7 ) #*- !#& >&!# $! $! 1 * %$)$( ") "!' 1%* $)$( ") " 1& # $2 $))&(& #5'&!# - %& &?1& &!#") $!' # $! 5# ) D&' &?1 & >& POSTER 7 8 # !( ! # 5 # $! '& >&' 2 $ #8$ 1 &> $5 )* 5 &' &#%$' - # 8" %*1$#%& D&' #%"# #%& &?1& &!#") ( $51 8$5)' EMOTIONAL SYMPTOMS AND RATES OF CYBERBULLYING 1 $>& $! &" 5 & $2 "!? &#*0 "22& #0 1%* ") * 1#$ IN COLLEGE STUDENTS &>& #*0 "!' 7)$$' 1 & 5 &- & 5)# %$8&' 511$ # 2$ #%& 2$5 #% %*1$#%& 0 8 #% &"! * #$) 1 & 5 & ! #%& ; ; &?1& &!#") ( $51 '& &" !( "2#& #%& !#& >&!# $!- ##)& :!$8! "7$5# #%& 1" # $2 *7& 75))* !(- $8&>& 0 # POSTER 4 7& $ !( "! ! &" !( 1 $7)& ! #$'"*R $ &#*- $ *7& 75))* !( > # &?1& &! !( $!($ !( !&("# >& & $# $!") FEARING AND USING LAUGHTER: PERSONALITY * 1#$ I # & )&>&) 8& & 1$ # >&)* $ &)"#&' 8 #% 7& !( CHARACTERISTICS, INSTRUMENTAL USE, AND *7& 75)) &'- 6$ &$>& 0 ( &"#& # & $!) !& 8" &)"#&' #$ AVOIDANCE ! &" &' ! '&! & $2 7& !( *7& 75)) &'- %& & 2 !' !( )&!' ! (%# !#$ #%& !&("# >& $! &C5&! & $2 1&!' !( # & $!) !& 6 0 A 0 0 "!' %$8 #%& !#& !&# 7& !( 5 &'- 6 0 @; 0 - POSTER 8
& &" % %" &>&")&' #%"# & 1$! & #$ )"5(%#& "! 7& & #%& DIFFERENCES IN CUE-REACTIVITY BETWEEN DEPENDENT 1$ # >& $ !&("# >&- & '$ 5 &!# #%"# "## #5'& #$8" ' )"5(%& AND NON-DEPENDENT SMOKERS $ &)"#& 8 #% 1& $!") #* %" " #& # " $ "#&' 8 #% & 1$! & #$ &?1 & $! $2 & $# $! "!' $ &!#"# $! #$ $#%& - @ - 6 0 0 A&$1)& 8%$ 2&" 7& !( #%& $7H& # $2 )"5(%#& (&!& "))* 8 #%' "8 J06 6 $ "))* "!' "11&" #$ ">$ ' & #%& 1$ # >& $ !&("# >& & $# $!") &?1 & $!- %&! 1&$1)& &!H$* ' & # !( )"5(%#& #$8" ' $#%& 0 &1&!'&!# "!' !$!'&1&!'&!# $:& 8& & " & &' $! #%&* '$ $ 1)"!25))* "!' ! # 5 &!#"))* 8 #% )$8 &(" ' 2$ #%$ & 1 * %$)$( ") "!' 1%* $)$( ") & 1$! & #$ !&5# ") "!' $#%& - $: !( > 5") 5& - A * %$)$( ") & 1$! & 0 &" 5 &' 5 !( #%& K5& # $!!" & $! $: !( (& K0 !' "#&' "! &22& # L
$2 5& &?1$ 5 & 0F M E-EEE0 1M-,,L "!' " ( $51 7* K THREE'S A CROWD...OR IS IT? EXAMINING PUBLIC !#& " # $! 0 F M /-/0 1 M-,,.- A%* $)$( ") & 1$! & 0 PERCEPTIONS OF POLYAMOROUS RELATIONSHIPS &" 5 &' " " %"!(& ! &)& # $'& ") " # > #*0 8& & # &!' !( #$8" ' " (! 2 "!# ' 22& &! & 7&&! !&5# ") "!' $: !( ; - B 0 - 0 @ - 5& 0F M G-.L0 1 M -,+.- 60 6- @ POSTER 9 $ #% && #5' & 0 8& &?1)$ &' 1& &1# $! $2 " #*1& $2 FACEBOOK, RELATIONSHIPS, AND THE NARCISSIST: !$! $!$(" * :!$8! " 1$)*" $ *- & 2$5!' #%"# &>& ") HIGHLIGHTING THE KEY FACTORS IN OBTAINING THE !&("# >& #& &$#*1& $2 1$)*" $ * &? #0 "!' #%"# #%& & NARCISSISTIC GOAL #& &$#*1& 8& & 1 &' #&' 7* !2$ "# $! "7$5# 1$)*" $ * "!' " O# "' # $!")P !' &# -&-0 1$) # ") $! & >"# 0 % (% BAA 0 ; &) ( $ #*- 6$ &$>& 0 8& 2$5!' #%"# 1$ # >& 1& &1# $! $2 #%& &)"# $! % 1 $ &!#"# $! ! &" &' 8%&! 1" # 1"!# & #%& & & >&' "'' # $!") !2$ "# $! "7$5# 1$)*" $ * $ 8& & " :&' #$ !' > '5") % (% ! !" &&: $#%& #$ 7$$ # #%& $! '& #%& "'>"!#"(& "!' ) #"# $! $2 #%& $8! &)2& #&& " 17&)) &# ")- E,,E- %& 1 & &!# #5'* &?" !&' $!$(" $5 &)"# $! % 1 - 8%&#%& !" &)"#&' #$ $ "!# &)"# $! % 1 #"#5 "!' " &7$$: 5 "(&- A" # 1"!# 8& & E,L !' > '5") 2 $ " $ POSTER 13 #%& 0 8%$ $ 1)&#&' "! $!) !& 5 >&*- A" # 1"!# % (%& ! !" 8& & $ & ) :&)* #$ &1$ # 7& !( ! " $ "!# EFFECTS OF SIBLING NUMBER, GENDER, AND &)"# $! % 1 "!' 5 !( " &7$$:- %& & 2 !' !( %">& ATTACHMENT ON COLLEGE RISK-TAKING BEHAVIORS 1) "# $! 2$ 5!'& #"!' !( #%& $# >"# $! !" # !' > '5") %">& 8%&! !#& " # !( 8 #% $#%& - - 0 6 0 6 6 0 ; 6 0 B0 POSTER 10 @6 6
ANXIETY, OPTIMISM, AND PUZZLE TASK PERSISTENCE %& 5 &!# #5'* &?" !&' #%& !2)5&! & $2 "##" % &!# #*)&0 (&!'& 0 "!' 7) !( !5 7& $! :#": !( 7&%"> $ $2 $))&(& 60 A 0 ; 0 5!'& ( "'5"#& - 2#* #5'&!# &1$ #&' #%& "##" % &!#0 @ 0 0 @ - 6 &!("(& &!# ! :#": !( 7&%"> $ 0 "!' &!("(& &!# ! ; 1 $ $ ") 7&%"> $ - & 5)# !' "#&' #%"# ")& 8& & $ & ) :&)* #$ &!("(& ! 1& 2 :#": !( 7&%"> $ #%"! 2& ")& 0 % #5'* &?" !&' 1& #&! & $! 1$ 7)& 15DD)& #" : - "!' !' > '5") 8 #% 7) !( 8& & $ & ) :&)* #$ %">& &1$ #&' A" # 1"!# 8& & #$)' 7" :( $5!' 5 8$5)' ":& #%& 2&&) &!("( !( ! :#": !( 7&%"> $ #%"! !' > '5") 8%$ ' ' !$# "!? $5 0 '&1 & &'0 $ !&5# ")- & %*1$#%& D&' #%"# $1# %">& 7) !( - ##" % &!# #*)& 8" !$# " 2" #$ -
8$5)' !#& " # 8 #% &?1& #"# $! $!' # $! #$ !2)5&! & #" : March 14 Friday, 1& #&! & 7& "5 & $2 #%& 8"* #%& 1& 2$ "! & &)"#&' "22& # POSTER 14 $5)' 7& "## 75#&'- 5 & 5)# %$8&' 1& # ! #%& "!? &#*&?1& #"# $! $!' # $! 1&!# #%& )&" # " $5!# $2 # & $! PREDICTING RATES OF SEXUAL VIOLENCE USING #%& #" : 8% )& $1# # ! #%& "!? &#*&?1& #"# $! $!' # $! 1&!# STATE-LEVEL RISK FACTORS #%& $ # # &- 60 ; - POSTER 11
DISENTANGLING COLLEGE ALCOHOL BELIEFS FROM % #5'* "!")*D&' #%& "7 ) #* $2 $ &#") 2" #$ ! 1 &' # !( SOCIAL INTEGRATION "#& $2 "1& "!' $#%& &?5") $22&! & " $!( #%& +, #"#& IN ACCOUNTING FOR COLLEGE DRINKING M+,- 8$ 5)#"!&$5 ) !&" &( & $! &C5"# $! 8& & ") 5)"#&' 1 &' # !( "#& $2 &?5") > $)&! & -&-0 "1& "!' ; 0 6 6- &?5") $22&! & " #& $! >" "7)& - M-FL0 EM-G,0 ML-LF0 1M-,,+ !' !( !' "#&' #%"# #"#& 8 #% &!#&! !( (5 '&) !& "!' "!'"#$ * ! 5 &!#&! !( %">& 2&8& H5>&! )& "!' & $5(%# #$ '&#& !& 2 #%& $! # 5 # $2 $))&(& ") $%$) 7&) &2 "'5)# "1& " & # 0 5((& # !( #%"# # #& )"8 " # " " '&#& &!# N 7& ( &# ")-0 E,, 522 &!#)* ' # ! # 2 $ &" 5 & "(" ! # &?5") > $)&! &- $2 $ ") !#&( "# $! "!' 2 " $5!# 2$ (! 2 "!# >" "! & ! ' !: !( 8%&! $!# $)) !( 2$ $ ") !#&( "# $!- 8& & $!)* POSTER 15 $'& #)* " $ "#&' 8 #% $ ") !#&( "# $! &" 5 & "!' '& $! # "#&' #%& # $!(& # " $ "# $! 8 #% #*1 ") 8&&: THE BIG FIVE PERSONALITY FACTORS, MIDDLE SCHOOL ' !: !(- 1$ #"!#)*0 '& $! # "#&' ! & &!#") >") ' #* ! EXPERIENCES, " $5!# !( 2$ ' !: !( 8%&! $!# $)) !( 2$ >" "# $! ! #%& AND PSYCHOLOGICAL ADJUSTMENT $ ") !#&( "# $! &" 5 & - 6 0 0 6 6- POSTER 12 G
% #5'* &?1)$ &' #%& &)"# $! % 1 " $!( '')& %$$) &?1& &! & 0 ( >& 1& $!") #* $ & 0 "!' 1 * %$)$( ") “PUT IT ON SILENT!” THE EFFECTS OF AUDITORY STIMULI "'H5 # &!# ! & & ( !( "'5)# ,, 8$ &! "!' LE &!- &>& ") ON VISUAL RECALL " $ "# $! 7&&! ( >& 1& $!") #* ' &! $! "!' 1& &1# $! $2 #%& '')& %$$) &?1& &! & 8& & $7 & >&'- ; 6; 0 ; 0 ; &( & $! "!")* & &>&")&' #%"# >" "# $! ! 1 * %$)$( ") 0 60 6 "'H5 # &!# " $!( #% & & ( !( "'5)# " 1)& 8" " $5!#&' 2$ 7* " $ 7 !"# $! $2 1& & >&' 1&& 511$ # ! '')& %$$) "!' ( >& ' &! $! $2 !&5 $# 0 $! &!# $5 !& 0 "!' % #5'* &?" !&' #%& &22& # $2 "5' #$ * # 5) $! "7 ) #* #$ &?# ">& $!- & ")) > 5") !2$ "# $!- %& #% && $!' # $! 8& & &))5)" > 7 "# $!0 &))5)" !(#$!&0 "!' " $!# $) !$ $5!'- A" # 1"!# POSTER 16 8& & ! # 5 #&' #$ $7 & >& " 1 #5 & #%"# $! #&' $2 L, "!'$ $7H& # 2$ L, & $!' 0 "!' "2#& " 7 &2 5 >&*O2 ))& #" :0 8& & STRESS RESPONSES TO SUPER STORM SANDY; AGE, " :&' #$ & ")) " "!* $7H& # " 1$ 7)& 2 $ #%& 1 #5 &- # GENDER,AND DISTANCE 8" 2$5!' #%"# #%& & 8& & !$ (! 2 "!# ' 22& &! & 7&&! #%& $!' # $! - A 0 @0 0 B 0 ;; 0 6K POSTER 20 J - @ A DOCTOR, TEACHER, OR SALESPERSON: DOES FEMINIST %& 15 1$ & $2 #% #5'* 8" #$ &?" !& #%& !$ "# >& IDENTITY AFFECT CAREER CHOICE? &?1& &! & $2 *$5!( "!' '')& "(&' "'5)# ! #%& "2#& "#% $2 51& #$ "!'*- 11 $? "#&)* G,, 2" 5)#* & 7& 0 #"22 6 ; 0 @ ;0 -@- "!' #5'&!# 2 $ &# $1$) #"! $))&(& $ 1)&#&' C5& # $!!" & "7$5# #%& &?1& &! & &-(-0 "2&#*0 "!? &#*0 #"!( 7)& "!' !$!#"!( 7)& )$ & "!' ' #"! & 2 $ 5 (&- %& 2& ! # $>& &!# 15 %& 2$ (&!'& &C5") #* ! ")) " &" $2 & 5)# !' "#&' #%"# *$5!(& "'5)# 0 2& ")& "!'O$ #%$ & ) > !( ) 2&0 & 1& "))* ! #%& )"7$ 2$ &- $8&>& 0 (&!'& ' 22& &! & )$ & # #$ #%& 5 (& %"' #%& % (%& # )&>&) $2 ' # & - # )) &? # ! #% '$ " !0 "!' (&!'& &' 157) 1& &1# $! $2 $ 51"# $! " & # )) # $!(- %& 5 &!# #5'* &?" !&' #%& POSTER 17 &)"# $! % 1 7&&! 2& ! # '&!# 2 "# $! "!' " && %$ &0 2 !' !( #%"# 8$ &! '&!# 2* !( " 2& ! # " & )& ) :&)* #$ 8$ : PERCEPTIONS OF MENTAL ILLNESS AND INSANITY PLEAS ! " #& &$#*1 "))* ")& $ 51"# $! #%"! 8$ &! 8%$ '$ !$# !'&!# 2* " 2& ! #- 6- ;B A POSTER 21
%& 1 & &!# & &" % &?" !&' #%& 57H& # R $1 ! $! $2 " STUDY OF ARTICLE FORMAT '&2&!'"!#R &!#") ))!& 0 5 & $2 #%& ! "! #* '&2&! &0 "!' # ") $5# $ &- %& & 5)# # $!()* !' "#& #%"# #%& &!#") ))!& $2 A @ ;0 ; #%& '&2&!'"!# " 8&)) " #%& 2 !") # ") >& ' # $2 #%& " & "22& # #%& (&!& ") 157) R 1& &1# $! $2 " # ") "!' $2 #%& &!#"))* ))- 57H& # R 8& & %" %& #$8" ' 1&$1)& 8 #% '&1 & $! #%"! #$ "))*0 A 157) % !( (5 '&) !& 1 & 7&' #%"# % D$1% &! "- A * %$)$(* "H$ 8& & $ & " &1# !( $2 #%& "!5 1# %">& #8$ 1" & "2#& " 1& $'- %& 1 & &!# ! "! #* '&2&! & #%"! $#%& "H$ - & &" % "'' & &' 8%"# 1 * %$)$( ") ' 22& &! & &? # 7&&! 1" "(& %"> !( $!& >& 5 #8$ 1" & "2#& " 1& $'- POSTER 18 $ (! 2 "!# ' 22& &! & 7&&! 2$ "# 8& & 2$5!' &(" ' !( #%& &" & $2 &"' !( $ ! &"'& R "& #%&# 1 &2& &! & 2$ $!& THE ROLE OF COGNITIVE FACTORS IN BIPOLAR 2$ "# $>& #%& $#%& - !"))*0 1" # 1"!# (&!& "))* $5)' !$# DISORDER SYMPTOMS AND BULIMIA NERVOSA ' & ! " #*1$( "1% ' 22& &! & 7&&! 1"1& 5 !( &" % 2$ "#- %& & & 5)# 5((& # #%"# #%& 5 & $2 #8$ 1" & 0 "! - 0 6 6- " # 2" # $2 #%& #*1&8 #& "(&0 !$ )$!(& !& & " *- POSTER 22 $))&(& #5'&!# M EL & 1$!'&' #$ &" 5 & $2 7 1$)" ' $ '& * 1#$ 0 75) * 1#$ 0 1& 2& # $! 0 !&("# >& A TARGETED STUDY OF CHALLENGING BEHAVIORS 5 (&! *0 "# $!") 2$$' 7&) &2 0 "!' #%& 1$8& $2 2$$'- 1$)" EXHIBITED BY CHILDREN IN RESIDENTIAL TREATMENT * 1#$ 8& & !&("# >&)* " $ "#&' 8 #% 75) * 1#$ - A& 2& # $! "!' !&("# >& 5 (&! * 8& & 1$ # >&)* " $ "#&' ; - 8 #% 75) * 1#$ "!' !&("# >&)* " $ "#&' 8 #% 7 1$)" * 1#$ - A& 2& # $! 0 !&("# >& 5 (&! *0 "!' 1$8& $2 2$$' % #5'* &?1)$ & #%& &)"# $! % 1 $2 "(& "!' 1 " * $ & &?1)" !&' " (! 2 "!# " $5!# $2 >" "! & ! 7$#% 7 1$)" ' "(!$ #$ #%& 1 & &!#"# $! $2 %"))&!( !( 7&%"> $ ! ' "7)&' * 1#$ "!' 75) * 1#$ - % )' &! $>& #%& 2 # EG $!#% $2 # &"# &!#- %& 15 1$ & #$ '&#& !& %$8 #%& & 2" #$ !2)5&! & #%& 1 & &!#"# $! $2 POSTER 19 7&%"> $ $>& # &- % !2$ "# $! $5)' 7& 5 &25) ! +
'&#& ! !( # &"# &!# $1# $! "!' &?1& #"# $! 2$ % )' &! ! )" 1 $( " - %" (&' ) &!# '"#" MLL, " " &' 7* A" &!#") "22& # $! 1" # % )' &! #% $5(%$5# #%& ) >& - &##& ) ! "! "# &>& &5? ! $5#%&" #& ! A 8" 5 &' 2$ #% &)"# $! % 1 8 #% 1" &!# " & " $ "#&' 8 #% )$8& )&>&) $2 "!")* - # & "!' '& &" &' : $2 &!#") ' $ '& 6"))& 0 %" )& 0 &51& #0 P ) & '"0 E,,- % #5'* &?" !& #%& &)"# $! % 1 POSTER 23 7&&! & $))& # $! $2 1" &!#") "22& # $! "!' 8&))7& !( >" "7)& 0 ! )5' !( # & 0 '&1 & $!0 "!' &)2 $!# $)- #5'* RACE AND CHANGE BLINDNESS: MISTAKEN IDENTITY IN 8 #% EL 1" # 1"!# 0 8%$ & 1" &!# " & 5 &!#)* " &'0 EYEWITNESS TESTIMONY OF A THEFT " & &' 1" &!#") "22& # $! "!' #%& 8&))7& !( >" "7)& - A" &!#") "22& # $! (! 2 "!#)* 1 &' #&' ")) >" "7)& - @- POSTER 27 %"!(& 7) !'!& "!' 5! $! $5 # "! 2& &! & "! )&"' " 8 #!& #$ '&!# 2* " 1& 1&# "#$ $2 " & 2 #%"# 1& 1&# "#$ STATE HOPE, READINESS TO CHANGE, AND TREATMENT "11&" )" #$ 7* #"!'& - > '&$ '&1 # !( " #%&2# 8" 5 &' ENGAGEMENT IN SUBSTANCE ABUSE CLIENTS #$ &" 5 & %"!(& 7) !'!& "!' 5! $! $5 # "! 2& &! & &22& # $! &*&8 #!& '&!# 2 "# $!- % #5'* "! 15)"#&' " & 60 ; "!' '&!# #* $2 #%& #% &2 ! #%& > '&$ 5 !( %"!(& 7) !'!& "!' 5! $! $5 # "! 2& &! &- >& "))0 1" # 1"!# 8& & $ & ) :&)* #$ '&!# 2* 7* #"!'& " #%& 5)1 # " $ ")) %& 57 #"! & "75 & 2 &)' $!# !5& #$ &" % 2$ &#%$' #$ 1& 1&# "#$ O7* #"!'& " & $!' # $! - 1 $>& # &"# &!# $5# $ & - % )& O &"' !& #$ %"!(&P %" 7&&! 5 % #5' &' "!' ' 5 &'0 #%& $)& $2 %$1& %" 7&&! POSTER 24 )" (&)* $>& )$$:&'- ! #% #5'*0 8& 2$5!' #%"# #"#& %$1&0 75# !$# &"' !& #$ %"!(& 7$#% &" 5 &' 51$! "' $! 8" THE MOTIVATION OF HATE CRIMES IN MASSACHUSETTS $ &)"#&' 8 #% # &"# &!# &!("(& &!# ! " ) &!# 1$15)"# $! "##&!' !( " E/ '"* & '&!# ") 57 #"! & "75 & # &"# &!# 60 0 6; 0 1 $( " - J POSTER 28 "#& & >" * 2 $ 7 " & "(" ! # " &O&#%! #*0 &?5") $ &!#"# $!0 $ &) ( $!- $ & ( $51 " & 57H& #&' #$ $ & " # THE EFFECTS OF SEXUAL ABUSE ON ADULT ROMANTIC $2 %"# &' #%"! $#%& 2$ 8% % 8& # )) %">& ) #&' &?1)"!"# $! - RELATIONSHIPS !")*D !( #&! *&" $2 6" " %5 &## %"#& & '"#" #% & &" % 1 $> '& ! (%# $! #%& > # "!' $22&!'& ;- 0 B '& $( "1% $>& "))0 $! 7 " $# >"# $! 0 "!' !#&!' #$ $!# 75#& #$ "! 1 $>&' 5!'& #"!' !( $2 #%& $# >"# $! "!'
7 " & ! %"#& & ! 6" " %5 &## - % #5'* &?" !&' #%& &22& # $2 &?5") "75 & $! "'5)# March 14 Friday, 5 > >$ R !#& 1& $!") 25! # $! !( "!' "## #5'& &(" ' !( POSTER 25 &?5") " # > #*- A" # 1"!# $ 1)&#&' #%& "5 "# &?5") D"# $! 5 >&*0 #%& 6 ))& $ ") !# " * ")&0 "!' #%& DECISION MAKING IN TWO GROUPS OF ADOLESCENTS: $ &!7& ( &)2 #&& ")&- & 5)# !' "#&' #%"# 1 & 5 & #$ FRAMING EFFECT AND GPA &!("(& ! &?5") " # > #* 8" ) !:&' 8 #% )$8& )&>&) $2 &)2& #&& "!' % (%& )&>&) $2 2&" $2 !# " *0 @6 6 A 0 $>& &?5") D"# $!0 7" !( "## " # $! $! &?5") #*0 "!' @ 0 6 6 6 A '* 25! # $!") $)& $2 &? ! $ "!# &)"# $! % 1 - POSTER 29 A" # $2 '& $! ": !( #%& "7 ) #* #$ ":& $! #&!# '& $! &>&! 8%&! #%& !2$ "# $! ">" )"7)& $ & ! ' 22& &!# 2$ #%& AUTOMATICITY OF BIAS AGAINST ADIPOSITY 2 " !( &22& #- 8$ %5!' &' % (% %$$) $1%$ $ & "!' &! $ 1" # 1"#&'- & 5)# 2 $ #%& 2 # FE C5& # $!!" & ;0 0 !' "#& !$ (! 2 "!# ' 22& &! & ! #%& $! #&! * "# !( - %& 6 6 $! #&! * $ & 8& & $ &)"#&' 1$ # >&)* 8 #% A 2$ #%& 6 &! $ $!)*- # 1$ 7)& #%"# #%& $ &)"# $! 8" !$# (! 2 "!# 2$ #%& $1%$ $ & 7& "5 & #%&* %">& 2&8& $5 & - $'* %"1& ! %5 "! (&!& "))* " 5 &' #$ 7& 1 $ & &' "1 ')* "!' "5#$ "# "))* ! #%& $!#&?# $2 1 &>" ) !( #"!'" ' $2 POSTER 26 "## " # >&!& - ! #%& 1 & &!# #5'* 8& &?" !&' 8%&#%& !$ ")8& (%# "!' $>& 8& (%# 7$'* %"1& "(& 8& & “PARENTAL AFFECTION AND CHILDREN’S WELLBEING IN 1 $ & &' " 7 &2)* 2)" %&'0 > 5"))* " :&' 1 & ! " YOUNG ADULTHOOD” & "!# 1 !( 1 $ &'5 & ! 8% % #%& "(& 1 & &'&' >")&! &' 8$ ' - (! 2 "!# 1 !( &22& # 8" $7#" !&' 2$ 6 6A 0 J 60 7$'* %"1& "(& ' 1)"*&' 2$ LL "!' FQ 0 75# !$# 2$ Q 6 0 6 0 - F
8:00am - 8:15am ()$7") &)2&22 " * '5& #$ 2") & 2&&'7" : ! '$ " ! 1& 2 &)2&22 " * >" * 7" &' 51$! 8%&#%& #%& '$ " ! #& #&' $2 THE EFFECTS OF MINDFULNESS MEDITATION ON % (% $ )$8 1$ #"! & #$ #%& 1" # 1"!#- !'& ( "'5"#& STRESS-INFLUENCED CHANGES IN COGNITION #5'&!# 8& & ( >&! % (% $ )$8 2") &2&&'7" : ! " &)2&22 " * '$ " ! #%"# #%&* "#&' " & #%& % (% $ )$8 $! " 1" # 1"!# ; ;B0 6 ;0 ; 6 1 &2& &! & 5 >&*- &!& ") &)2&22 " * 8" &" 5 &' 1 & "!' 1$ # "! 15)"# $!- 6&" 5 & $2 &)2 # 8& & ") $ #":&!-
%& 1 & &!# #5'* &>")5"#&' " # & $! $5 &#%$' $2 POSTER 33 !'25)!& &' #"# $!0 " 5! >& "))* " &1#&' # & "!"(& &!# '& (!&' #$ &1%& & "))* 1 $ $#& SIMILARITIES AND DIFFERENCES IN GENDER ROLES $! &!# "# $!- ?1& &!#& '5") # "))* !#&!'&' #$ 1)& &!# BETWEEN HOMOSEXUAL AND HETEROSEXUAL !'25)!& ! &1 & !( 2&&) !( $2 "!? &#* "!' &!%"! !( RELATIONSHIPS. $(! # $!- $!# " * #$ &?1& &!#& R %*1$#%& & 0 & 5)# !' "#&' (! 2 "!# !#& " # $! 7&&! # & !'5 # $! "!' " B 6- 0 B &)"?"# $! $!' # $! $! $(! # >& &" 5 & - # ))0 8%&! $ 1" &' #$ "! "'' # $!") $!# $) ( $51 & & > !( !& #%& !'25)!& O &)"?"# $!0 !'25)!& 8" ) :&8 & 2$5!' #$ 7& %& 15 1$ & $2 #%& 1 & &!# & &" % #$ " & #%& 1& & >&' $! '& "7)* 7&!&2 ") ! %& (%#&! !( 1" # 1"!# R "1# #5'&- (&!'& $)& ! 7$#% %&#& $ &?5") "!' ("* "!' )& 7 "! &)"# $! % 1 - A" # 1"!# $ 1)&#&' " C5& # $!!" & " & !( POSTER 30 #%& > &8 $! (&!'& $)& ! %$ $ &?5") "!' %&#& $ &?5") &)"# $! % 1 - %&* ") $ $ 1)&#&' &" 5 & $2 (&!'& $)& ! ASSOCIATIONS BETWEEN GENDER ROLE AND BODY #%& $8! &)"# $! % 1 "!' %&#& $ &?5") &)"# $! % 1 ! (&!& ")- ESTEEM IN MODERN WOMEN AND MEN #% ! * & &" % 2$5!' #%"# (&!'& $)& #"* ") $ # $!# !5$5 8 #% ! 7$#% %$ $ &?5") "!' %&#& $ &?5") 0 6 AA0 ; &)"# $! % 1 0 8 #% !$ ' 22& &! & - 0 A- ;A; POSTER 34
#5' & ! #%& ./, '&!# 2 &' !&("# >& " $ "# $! 7&&! PARENT-CHILD COMMUNICATION AMONGST ASIAN 2& ! ! #* "!' 8$ &!R 7$'* & #&& 0 75# & &!# #5' & %">& FAMILIES AND ITS RELATIONSHIP TO BICULTURAL 7&&! ?&'- & "' ! #& &' #%& & &? $)& !>&!#$ * "!' SELF-EFFICACY IN YOUNG ADULTS $'* #&& ")& 2$ '$)& &!# "!' '5)# #$ // $))&(& 8$ &! ! M FF "!' &! ! M EE0 "!' 2$5!' " 1$ # >& A@ A 6 &)"# $! % 1 7&&! # "' # $!") (&!'& $)& "!' 7$'* & #&& ! 7$#% &?& - A$ 7)& " $ "#&' 1& $!") "!' $ ") >" "7)& 5)#5 ") &)2&22 " * ! "! & "! *$5!( "'5)# "* 7& 8& & 57 &C5&!#)* &?" !&'- &)"#&' #$ 1" &!#R '&( && $2 2)5&! * ! !"# >& "!' "'$1#&' 5)#5 & )"!(5"(& - A" # 1"!# 8 #% % (% )&>&) $2 $ 5! "# $! POSTER 31 8 #% $#%& %$8&' % (% &)2&22 " * ! $ 5! "# $! LE M -GL0 1 R -,+ "!' :!$8)&'(& LE M -LF0 1 R -,+- 7 ) #* #$ WOMEN-ONLY GYMS VS. CO-ED GYMS: DO EXERCISE $ 5! "#& 8 #% " 8&)) " "##" ! :!$8)&'(& 2 $ $!&R $#%& MOTIVES DIFFER? "* "22& # &! & $2 &)2 "!' "7 ) #* #$ !"> ("#& 7$#% 5)#5 & 2$ #%& *$5!( "'5)# - B 0 - AA 0 - 6 POSTER 35
&")#%7" &' &?& & $# >& ! 8$ &! " & " $ "#&' 8 #% HIGHER TRUST, EXTRAVERSION, AND OPTIMISM AS 1$ # >& $5# $ & 8% )& "11&" "! &7" &' &?& & $# >& ! CORRELATES OF HEALTHIER FRIENDSHIPS 8$ &! " & " $ "#&' 8 #% !&("# >& $5# $ & - ##)& & &" % %" $! '& &' %$8 "))8$ &! >& 5 ?&' &? (* "* &)"#& #$ ' 22& &!# &?& & $# >& - & %*1$#%& D&' #%"# "))8$ &!R (* & 7& 8$5)' &1$ # ( &"#& %&")#% $# >& ?" !&' 2 &!' % 1 $ 1$!&!# $ &)"#& 8 #% $1# 0 "!' )& "11&" "! & $# >& #%"! $&' (* & 7& - & 5)# !#& 1& $!") # 5 #0 "!' &?# ">& $!- !& %5!' &' "!' $!& ' ' !$# 511$ # $5 1 &' # $! - '' # $!") 8$ : !&&'&' #$ $))&(& #5'&!# $ 1)&#&' 2$5 &)2 &1$ # &" 5 & $2 )" 2* #%& 1$ 7)& 7&!&2 # $2 "))8$ &!R (* 2" ) # & - 2 &!' % 1 "# 2" # $!0 # 5 #0 &?# ">& $!0 "!' $1# - & 5)# 5((& # #%"# $!)* &?# ">& $! $ &)"#& 8 #% & 5 #*0 !# " *0 POSTER 32 %&)125)!& 0 "!' 2 &!' % 1 "# 2" # $!- 1# "!' # 5 # * &)'&' !$ (! 2 "!# & 5)# - DOMAIN SPECIFIC SELF-EFFICACY’S MEDIATING ROLE ON LEVELS OF GLOBAL SELF-EFFICACY POSTER 36
; ; REPEATED SHAPE EFFECTS IN VISUAL SHORT TERM MEMORY TASKS USING BLACK & WHITE STIMULI WITH %& 15 1$ & $2 #%& #5'* 8" #$ '&#& !& 8%&#%& %"!(& ! INHERENT COLORS Q
66 60 6 6 A AUDITORY CLIPPING COMPLICATES PITCH CHANGE DETECTION
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’S RECALL ABILITY BASED ON STORY THEME 1 & &'&! & 7" &' $! 5 ") &?1& # & 2$5!' ! ) "! "!' 77&# E,L- 6 POSTER 41 %& 1 & &!# #5'* 8" $!'5 #&' #$ '&#& !& & $ * " 5 " * $2 & $# $!"))*7" &' #$ & - !'& ( "'5"#& #5'&!# &"' #8$ PSYCHOLOGICAL WELLBEING AMONG COLLEGE %$ # #$ & M $!& # "( "))* #%& &' "!' $!& 1$ # >&)* #%& &'- STUDENTS DIAGNOSED WITH ADHD " % #$ * 8" 7" &' $! & #%& " &)"# $! % 1 $ ( "'5"# $!0 "!' & ")) "7 ) #* 8" #& #&'- & 2$5!' !$ (! 2 "!# ' 22& &! & ! ; 60 A & ")) "7 ) #* 7" &' $! #%& & $ #$ * #*1&- A" # 1"!# & "))&' "11 $? "#&)* #%& " & " $5!# $2 !2$ "# $! 2$ & $# $!"))* ") &!# #$ & 0 &(" ')& $2 #%& 1& 2 & $# $! $2 #%& #$ *- #5'&!# 8 #% " ' "(!$ $2 ##&!# $! &2 &!# *1& " # > #* $ '& "* &?1& &! & ' 22 5)# & ! #%& # "! # $! #$ POSTER 38 $))&(&- % &?1)$ "#$ * #5'* 8" '& (!&' #$ &?" !& #%& #5'&!# R 1 * %$)$( ") "!' )&" ! !( "'"1#"# $! #$ " "'& CLASSIFICATION OF MENTAL HEALTH PEER SUPPORT ) 2&- 2$ 5 ( $51 $2 25))# & $))&(& #5'&!# 8 #% "! GOALS ' "(!$ 8& & & 5 #&' "!' #5'&!# R 1& &1# $! $2 #%& )&" ! !(0 &)2& #&& 0 "!' $1 !( : )) 8& & " & &' "!' 6 ; 0 0 ;6 ; 0 "!")*D&' 5 !( C5") #"# >& #)" # &#%$' - 1) "# $! 2$ AA & > & " & ' 5 &'-
%& & ! !>&!#$ * $2 &"# &!# ($") " &) "7)& "!' POSTER 42 March 14 Friday, &?%"5 # >& * #& 2$ )" 2* !( ($") ! 7$#% !1"# &!# "!' $5#1"# &!# &!#") %&")#% &## !( - & &?" !&' #%& 5 &25)!& $2 PROSOCIAL BEHAVIOR AND JUST WORLD BELIEF #% #"?$!$ * 2$ )" 2* !( E/G &!#") %&")#% 1&& 511$ # PREDICTED BY MORTALITY SALIENCE AND RELIGIOSITY ($") - ;"11"M -F/ !' "#&' 57 #"!# ") "( && &!# 2$ "# !( $2 ($") #*1&- !)* +-FT $2 #%& ($") $5)' !$# 7& )" 2 &'- %& @6 @A 6 &) "7)& "!' &?%"5 # >& 2$ )" 2* !( 1&& 511$ # ($") - & &?" !&' #%& 1" # $2 $ #") #* ") &! & 6 "!' !# ! &) ( $ #* $! &) &2 ! " @5 # $ )' @ "!' 1 $ $ ") POSTER 39 7&%"> $ - !' !( '& $! # "#&' !$ ' 22& &! & 7&&! #%& 6 ( $51 "!' #%& !$!6 $!# $) ( $51 $! 1 $ $ ") 7&%"> $ 0 STRENGTHS-BASED PEER SUPPORT GOALS AND #%$5(% #%& & 8" " $ &)"# $! 7&&! "!' 1 $ $ ") RECOVERY 7&%"> $ - 5 #%& & 5)# %$8&' !$ (! 2 "!# !#& " # $! 7&&! 6 "!' $! 1 $ $ ") 7&%"> $ 0 "!' !$ (! 2 "!# 0 ;6 ; AA &"! ' 22& &! & 7&&! #%& 6 ( $51 "!' !$!6 $!# $) ( $51 $! @-
A * %$)$(* ": !( #%& % 2# 2 $ #%& '&2 # 7" &' ' &" & POSTER 43 $'&) #$ " # &!(#% 7" &' & $>& * $'&) 2$ &!#") %&")#% & > & - &"#&' " #"?$!$ * 7" &' $! #%& & $>& * $'&) "!' PERSONAL DISTRESS AND SOCIOECONOMIC STATUS AS "11) &' # #$ E/G &!#") %&")#% 1&& 511$ # ($") - 57 #"!# ") PREDICTORS OF HELPING BEHAVIOR "( && &!# :"11" M -FE 7&&! #8$ 5!'& ( "'5"#& $'& !' "#& &) "7 ) #* $2 #%& & $>& * $'&) #"?$!$ * 2$ A - 0 6 @- 0 "#&($ D"# $! $2 1&& 511$ # ($") 0 FLT $2 #%& ($") 8& & @- @ 0 6 - 0 6- # &!(#% 7" &'- %& " $ "# $! 7&&! # &!(#% 7" &' ($") 0 6- 0 A 6 "!' & $>& * 8" !$# (! 2 "!#- 6
POSTER 40 %& $)& $2 1& $!") ' # & A "!' $ $& $!$ #"#5 /
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
DOMINANCE, SELF-ESTEEM, AND HEALTH OUTCOMES IN % D$#*1") # " # " & :!$8! #$ 7& (! 2 "!#)* " $ "#&' 8 #% WOMEN WITH AND AT-RISK FOR HIV # & 25) ) 2& &>&!# - & 8&)) #5' &' #%& '&( && #$ .
8% % % D$#*1") # " # " & ) !:&' 8 #% !'&1&!'&!# $2 HOW A JURY’S PERCEPTION OF PLAINTIFF AFFECTS THE $ & (&!& ")0 !$!1 * %$# ) :& * 1#$ - $ '"#&0 #%& OUTCOME OF A SAME-SEX SEXUAL HARASSMENT TRIAL ) #& "#5 & %" 2$ 5 &' $! ) ! ") "!' % (% : " 1)& $ & $ #%"! 1 * %$# ) :& &?1& &! & ! #%& (&!& ") 1$15)"# $!- % @ 0 #5'* &?" !&' '&1 & >& "!' "!? &#* * 1#$ " 1$#&!# ") 60 @6 ;0 ; A 0 0 &' "#$ $2 #%& &)"# $! % 1 7&&! % D$#*1") # " # "!' 6 0 ! " !$! ) ! ") " 1)&- # 8" %*1$#%& D&' #%"# " '&2&!'"!# 8 )) 7& $ & ) "7)& 8%&! #%& POSTER 51 1)" !# 22 7&%">& "11 $1 "#&)* " $11$ &' #$ 8%&! #%& 1)" !# 22 7&%">& !"11 $1 "#&)* ! #%& 8$ :1)" & ! " " & &? &?5") GENERATIONAL DIFFERENCES OF WORK ETHIC IN THE %" " &!# " &- %& & 8& & 2$5 $!' # $! 0 !"11 $1 "#& "!' MODERN DAY WORKPLACE "11 $1 "#& 7&%"> $ $2 #%& 1)" !# 220 "!' &" $!"7)& 1& $! $ &" $!"7)& > # H5 * ! # 5 # $! - A" # 1"!# 8& & Q, 6 #5'&!# 0 EF ")& "!' GG 2& ")& - & 5)# 2$5!' ' 22& &! & 7&&! #%& "11 $1 "#& "!' !"11 $1 "#& $!' # $! - &!& "# $!") ' 22& &! & ! 8$ : &#% " & $2#&! 7)" &' " #%& "5 & 2$ 8$ :1)" & $!2) # 7&&! $)'& "!' *$5!(& POSTER 54 & 1)$*&& - 1& 2 "))*0 &!& "# $! %" 7&&! %" " #& D&' " )"D* 2$ #%& "))&(&' )" : $2 8$ : &#% - % #5'* &?1)$ & VALIDATION OF EXPERIMENTAL STIMULI FOR COGNITIVE #%& 1$ 7 ) #* $2 #%& & )" 0 8% )& # * !( #$ '&!# 2* %$8 &" % BIAS RESEARCH (&!& "# $! 1& & >& 8$ : &#% - & 5)# !' "#&' #%"# 8$ : &#% 1& &1# $! & " !&' 2" )* $! #"!# " $ (&!& "# $! 0 75# - ; 6 0 @ ; &!& "# $! ' 22& ! #%& '&" $2 ( "# 2 "# $!- 0 ; AO 6 0 POSTER 52 @ ;0 - ; 6 EMOTION AND DECISION-MAKING IN A COLLEGE STUDENT SAMPLE A" # & &" % %" '& $! # "#&' #%"# 1&$1)& 8 #% $ ") "!? &#* 1"* 1 &2& &!# ") "##&!# $! #$8" ' $ ") #% &"#- $8&>& 0 #%& & - 6 0 A - 0 6 #5' & &)* $! #"# "(& - %& 5 &!# #5'* &>")5"#&' #%& ;0 6; >") ' #* $2 #%& -- -- -- # 5) 0 > '&$ $2 " 1#&' "5' &! & 6 '& $! # "# !( >" * !( '&( && $2 # ")!& 5!&C5 >$ "))* " &1# !( #$ 5!&C5 >$ "))* # ")- #5'* & 5)# 1 $> '& %& 15 1$ & $2 #% #5'* 8" #$ &?" !& #%& &)"# $! % 1 $ 1&)) !( '"#" 2$ #%& >") ' #* $2 #%& & # 5) " '&1 # !( " 7&&! & #" ! !'5 &' "22& # "!' 1& 2$ "! & $! " "!(& $2 # ")!& - %& & # 5) "* 7& &! &)* >")5"7)& '& $! ": !( #" : - %& " 1)& ! )5'&' GG ! 25#5 & !2$ "# $!1 $ & !( & &" %-
5!'& ( "'5"#& #5'&!# "# #%& ! >& #* $2 6" " %5 &## March 14 Friday, $ #$!- " % 1" # 1"!# 8" "!'$ )* " (!&' #$ $!& $2 #% && POSTER 55 "22& # ( $51 1$ # >&0 !&5# ")0 $ !&("# >& 7&2$ & $ 1)&# !( #%& - 5 & 5)# !' "#&' " (! 2 "!# ' 22& &! & $! #" : PSYCHOLOGICAL NEED FULFILLMENT IN ENHANCED 1& 2$ "! & 7&&! ( $51 - %& & 2 !' !( "* $!# 75#& #$ COGNITIVE INTERVIEWS WITH CHILDREN #%& ' 5 $! $! & $# $! "!' $(! # $!- ; 6 0 6 8:20am - 8:35am 0 6 - 6 0 6 ;0 0 @ 6 ARE THE HEMISPHERES BLIND? RIGHT AND LEFT HEMISPHERE CHANGE DETECTION FOR IDENTITY AND % #5'* &?" !&' #%& &22& # $2 #%& 25)2 )) &!# $2 1 * %$)$( ") CONFIGURATION INFORMATION. !&&' $! #%& " $5!# "!' C5") #* $2 !2$ "# $! &1$ #&' ! !%"! &' $(! # >& !#& > &8 8 #% % )' &!- % )' &! @ 6 J0 @ 6 J0 ; 0 6"(&MQ* "8 "!' "#& 2$$' "# "! &>&!# "!'0 "2#& " '&)"* 6ME '"* 0 #%&* 8& & !#& > &8&' 8 #% "7$5# #%& &>&!#- "#& 0 "#& 8"# %&' > '&$ $2 &" % !#& > &80 ( > !( $ & 2$ A &> $5 & &" % ! %& 1%& 1& ") D"# $! %" %$8! "5#$!$ *0 $ 1&#&! & "!' &)"#&'!& 511$ #- & &" %& ' 22& &! & ! 1 $ & !( 7&&! )&2# "!' (%# %& 1%& & $2 2$5!' #%"# % (% !&&' 511$ # 25)2 )) &!# 8" $ &)"#&' 8 #% "! #%& 7 " !- A" # 1"!# '&#& #&' '&!# #* "!' $!2 (5 "# $! ! &" &' !5 7& $2 " 5 "#& 2" # & "))&'- %"!(& 1 & &!#&' ! (%# "!' )&2# > 5") 2 &)' - $ &" # $! # &0 # && #%"# '&!# #* %"!(& " & '&#& #&' 2" #& 8%&! POSTER 56 1 $ & &' 7* #%& )&2# %& 1%& &0 75# #% ") $ $ 5 &' ! #%& (%# %& 1%& &- 5 " * '"#" " & $11$ #& $2 8%"# 8" EXAMINING HOW ETHNICITY INFLUENCES ONE’S &?1& #&' ! & 1& 2$ "! & 2$ '&!# #* %"!(& 8& & 7&##& ! ACADEMIC EXPERIENCES AND PERCEPTIONS #%& (%# %& 1%& &- 6 0 @ 6 A POSTER 53 ,
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
; POSTER 61
A$ !$( "1%* " 8$ )'8 '& 2$ $2 &!#& #" ! &!#- !& ( $8 !( EFFECTS OF BEING FORGIVEN ON EMPATHY AND 2$ %&!#" 0 " @"1"!& & $ 2&"#5 !( %"!'' "8! %5 "! ACCEPTANCE OF RESPONSIBILITY &!("(&' ! &?5") " # - A" # 1"!# 8& & " :&' #$ "#& %&!#" "!' 1$ !$( "1% "(& $! :& # ")& $! %$8 &?5"))* 6 0 &?1) #0 $7 &!&0 "!' 1$ !$( "1% #%&* 2$5!' #%& #$ 7&0 "!' ; 8%&#%& "(& 8& & $2 " # # >")5&- # 8" 2$5!' #%"# %&!#" %$5)' !$# 7& 1& & >&' " 1$ !$( "1%* "!' #%"# &! " & $ & &>&!#*! !& ")& "!' 2& ")& 5!'& ( "'5"#& 1" # 1"!# " &1# !( $2 1$ !$( "1%* #%"! 8$ &!- & "))&' #8$ #5"# $! ! 8% % #%&* %" &' " 2 &!'- ! $!& #5"# $!0 #%& 1" # 1"!# & "))&' " # & ! 8% % #%&* %" &' " POSTER 58 2 &!' & $# $!"))* "!' 8& & 2$ ( >&!N ! #%& $#%& 0 #%&* & "))&' " # & ! 8% % #%&* 8& & !$# 2$ ( >&!- %&! 2$ ( >&!0 1" # 1"!# PRESCHOOLERS’ EXPLORATORY PLAY BEHAVIOR: &1$ #&' #%& %" " )& &>& &0 &1$ #&' $ & & 1"#%*0 #$$: REPLICATION AND EXTENSION OF COOK, GOODMAN, AND $ & & 1$! 7 ) #*0 7)" &' #%& > # )& 0 "!' $!#" #&' #%& SCHULZ (2011) > # $ & 2 &C5&!#)*-
0 6- POSTER 62 GETTING A HANDOUT UNDERGROUND: HELPING IN THE %& #5'* &&: #$ &1) "#& "!' &?#&!' #%& #5' & 1 & &!#&' ! NEW YORK CITY SUBWAY $$: &# ")- E,0 )$$: !( "# % )' &!R &?1)$ "#$ * 7&%"> $ 8%&! 1 & &!#&' 8 #% " " % !& 8%& & & #%& ")) #$* "'& #%& A 66 6 " % !& ($0 $ $!)* %")2 $2 #%& - & "''&' $ & 1 $7"7 ) # $!' # $! #$ && 2 #% &22& #&' % )' &!R 7&%"> $ - & 8& & !$# &## !( " "!'$5# !'& ( $5!' &)1 !( ! #%& &8 $ : #* "7)& #$ &1) "#&0 75# ' ' 2 !' &> '&! & 5((& # !( #%"# #% " 578"* 1 $ & '&>&)$1 !( " $5!' "(& 2 >&- ! $7 & >"# $!") #5'* $2 7&((" ! #%& &8 $ : 578"* POSTER 59 !' "#&' #%"# $ # 1" &!(& "11&" #$ O#5!& #%& $5#0P " $ $! 8 #% 5 7"! '8&))& - )$ & #$ E,T $2 #%& $7 & >&' LINKS BETWEEN PERCEPTIONS OF HEALTH ISSUES, 1" &!(& ' ' %&)1- $8&>& 0 #%& & 8" !$ (! 2 "!# &22& # $2 BINGE DRINKING, AND MENTAL HEALTH OUTCOMES ' 22& &!# "11&") 0 2" )* $ &!#&' > - !$# 2" )* $ &!#&' $ (&!'& $2 #%& 7&((" $! %&)1 !(- &?# #&1 ! #% & &" % 0 A 0 6 ; " # > #* " & ' 5 &'- POSTER 63 % #5'* &?" !& 8%&#%& #%& !&&' 2$ $(! # $! &)"#&' #$ 1& &1# $! $2 " >" &#* $2 %&")#% 5& "!' %&")#% &)"#&' MILITARY AND CIVILIAN VIEWS ON US MILITARY 7&%"> $ - A" # 1"!# 8& & G 5!'& ( "'5"#& &"! "(& M SUSTAINABILITY AND GENERAL ATTITUDES E+-QF- $ &)"# $!") "!")* & !' "#&' #%"# " % (%& !&&' 2$ $(! # $! 8" " $ "#&' 8 #% #%& 1& &1# $! $2 A " 7& !( " AA $ & & $5 %&")#% 5&0 8% % ! #5 !0 8" " $ "#&' 8 #% )& 7 !(& ' !: !(- >& "))0 #%& & 2 !' !( 5((& # 1$ 7)& #%& 8$ )' &?1& &! & %"!( !( ) "#& ")) $ ("! D"# $! 0 1"#%8"* #$ 1 $ $#& $ & & 1$! 7)& 7&%"> $ ! $))&(& ! )5' !( #%& ) #" * &>" 1 #%& 1" # $! #%& &!> $! &!#- #5'&!# - %& ) #" * %" ' $>& &' ' 22& &!# 8"* $>& &" "!' #"#& '& #$ '& &" & #%& 1" # $! #%& &!> $! &!#- % POSTER 60 &?# & &)* 1$ #"!# " #%& 6 ) #" * #%& )" (& # 5 & $2 &!& (* "!' $ ) ! #%& &!# & 8$ )'- 6"!* > ) "! "!' ) #" * MALES AND FEMALES PERCEPTIONS OF SELF-ESTEEM 1& $!!&) "* 7& 5!"8" & $2 #%& & &22$ # '$!& 7* #%& ) #" * AND SOCIAL-SUPPORT IN FICTITIOUS SCENARIOS "!' #% #5'* %$8&' #%"#-
# & $ - & 5)# !' "#&' 1" # 1"!# 8%$ 8 $#& "7$5# #%& POSTER 64 >")5& &1$ #&' ( &"#& )&>&) $2 1 $ $ ") 2&&) !( "!' )& &" # > #* #$ " # & $ - HOROSCOPES AS CULTURAL PRODUCTS POSTER 68 A 6 0 6 0 ; ; ; ATTITUDINAL AND BEHAVIORAL MEASURES OF HELPING BEHAVIOR TOWARDS HOMOSEXUALS & 1 $1$ & #%"# 1&$1)& 2 $ >" * !( %$ & 5)#5 & &"#& ' 22& &!# #*1& $2 %$ $ $1& "!' #%"# #%& & ' # ! # %$ $ $1& 6 6 - 6 "22& # 1&$1)&R 2&&) !( ! ' >& & 8"* - ! #% 8"*0 8& #5'* #%& 25! # $! $2 %$ $ $1& " 5)#5 ") 1 $'5 # #%"# "* 1 $> '& &?5") 7 " 8" #5' &' 7* $ 1" !( 7&%"> $ ") "!' "## #5' !") ! (%# !#$ 5)#5 ") ' 22& &! & ! %$8 1&$1)& #% !: "!' 7&%">& ! & 1$! & - # 8" %*1$#%& D&' #%"# & '&!# 8$5)' %&)1 #%& #%& ! #&' #"#& "!' @"1"!- %&#& $ &?5") $!2&'& "#& $ & $ #%"! #%& %$ $ &?5")- %& & $!' %*1$#%& 8" #%"# 1" # 1"!# 8$5)' &)2 &1$ # ( > !( POSTER 65 $ & %&)1 #$ #%& %&#& $ &?5") #%"! #$ #%& %$ $ &?5") "!' ( >& )& %&)1 8%&! " >") ' &? 5 & $5)' H5 # 2* #%& 7&%"> $ - %& COLLEGE STUDENTS AND MEDICATION FOR ADHD %*1$#%& 2$ A" # 8" !$# 511$ #&'- A" # E 2$5!' $11$ #& (! 2 "! &- 0 @ POSTER 69
%& 5 & $2 1 & 1# $! # 5)"!# 8 '& 1 &"'0 8 #% EFFECTS OF COGNITIVE DEPLETION AND COMPLIANCE 1 &>")&! & "#& "!( !( 2 $ , #$ E+T ! 1 $ & &" %- %& PRIMES ON A RATIONALIZED CHEATING MEASURE 1 & &!# #5'* &?" !&' #%& " $ "# $! 7&&! )) # # 5)"!# 5 & "!' )&>&) $2 ( # "!' &)2'& &1# $!- %& $ # $ $! &" $! ( >&! 2$ 5 & 8" " "'& 0 ")#%$5(% 5 & 8" !&("# >&)* 0 ; 6- 0 $ &)"#&' 8 #% A- &?1& #&'0 #%& & 8" " $ &)"# $! - 0 6 7&&! #%& 5 & $2 # 5)"!# "!' )$8& &)2 &1$ #&' ( # "!' ( &"#& &)2'& &1# $!- & &?" !&' '&1)&# !( &!# ") &?& 5# >& & $5 & $ 1 !( POSTER 66 $ ") $ 1) "! & $5# '& $2 $! $5 "8" &!& "22& # %&"# !( #%"# &" * #$ "# $!") D& -&-0 %&"# !( #%"# )" (&)* SELF-CONSTRAINT AS A MODERATOR OF STRESSFUL $5# $2 $!&R $!# $)N >$! 11&)0 ": !0 P %":" % 0 E,,+- EVENTS AND INTERPERSONAL CONFLICT & #%& "! 15)"# $! !2)5&! &' %&"# !(- 5 #%& 0 1& 2$ "! & 8" !$# $ &)"#&' 8 #% 1& &1# $! $2 &!> $! &!#") 7 (%#!& 0
@ A 6 0 6 66 "! & 7$' &' !'&? $2 $ ") 7&%"> $ - 5 2 !' !( 5((& # #%"# March 14 Friday, "# $!") D&' %&"# !( "* $ 5 $!)* 8%&! &?1) # $ ") 7&) &2 % #5'* &?" !&' 8%&#%& #%& " $ "# $! $2 " & 1 &'- !$! !#& 1& $!") # & 25) &>&!# "!' !#& 1& $!") $!2) # &>&!# $'& "#&' 7* &)2 $! # " !#- A" # 1"!# $ 1)&#&' " POSTER 70 &)2 &1$ # &" 5 & $2 &)2 $! # " !#0 #%&! ! (%#)* &" 5 & $2 '" )* !#& 1& $!") $!2) # "!' !$! !#& 1& $!") # & 25) &>&!# WHEN DIVORCING CONSERVATISM FROM CARE, PEOPLE 2$ &>&! $! & 5# >& '"* - !")* & &>&")&' #%"# BECOME LESS CONSERVATIVE &)2 $! # " !# $'& "#&' #%& &22& # $2 # & 25) &>&!# $! !#& 1& $!") $!2) #- %&! ) 2& # & )$80 1&$1)& 8 #% )$8 0 - ; 0 &)2 $! # " !# &?1& &! &' ( &"#& !#& 1& $!") $!2) # &>&!# ; #%"! #%$ & 8 #% % (%& &)2 $! # " !#- !'& ( "'5"#& "# "! 5 7"! $))&(& 8& & $ & ) :&)* #$ && POSTER 67 O !' > '5") D !(P $ ") #* "!' O7 !' !(P $ ") #* " $ 1"# 7)& 8%&! "( ! !( 8%"# 8& ")) " O $ ") ' > '&P #%"! 8%&! VALUE-AFFIRMATION MANIPULATIONS BUFFER THE "( ! !( 8%"# 8& ")) " O1$) # ") ' > '&-P A" # 1"!# 8& & ") $ EFFECTS OF STRESS AND FACILITATE PROSOCIAL )& $! & >"# >& ")$!( #% && ' 22& &!# &" 5 & $2 $! & >"# FEELINGS. ! #%& 1$) # ") ' > '& $!' # $!0 ) :&)* 7& "5 & #%& 1$) # ") ' > '& $!' # $! 1" &' $! & >"# >& $ ") $ &!#"# $! 8 #% #%& &H& # $! 0 @ A $2 " & "!' 2" !& >")5& - & ' 5 #%& 1) "# $! 2$ 5!'& #"!' !( O $! & >"# -P
%&! !' > '5") 8 #& "7$5# 1$ #"!# >")5& #%&* &1$ # % (%& POSTER 71 )&>&) $2 1 $ $ ") 2&&) !( %$ "& P 5 % "!0 E,- & !>& # ("#&' 8%&#%& #5'&!# 8%$ $ 1)&#& #%& >")5& 8 # !( LEFT, RIGHT AND PSYCHOPATHIC: THE RELATIONSHIP OF 8$5)' &1$ # % (%& )&>&) $2 1 $ $ ") 2&&) !( #%"! #%$ & 8%$ PSYCHOPATHY TO IDEOLOGY AND VALUES 8 $#& "7$5# >")5& #%"# 8& & !$# 1& $!"))* 1$ #"!# "!' 8%&#%& #% 8 # !( &?& & $'& "#& &" # > #* #$ " )"7$ "#$ * 6 ; 0 6 ;0 - E
; 0 ; 6" " %5 &## 0 $ #$!- %& ")& % (%)* &) "7)& "!' * &)'&' # $!( !&("# >& $ &)"# $! 8 #% &!'$ & &!# $2 "! ") (%# & "!")*D&' '"#" 2 $ " 8&)):!$8! 1$) # ") 1 * %$)$(* 5 >&* "!' 7&) &2 ! "! ")%5 "! $!# !5 #*0 "!' " # $!( 1$ # >& 8&7 #& *$5 $ ") -$ ( "!' &?" !&' #%& &)"# $! % 1 $2 $ &)"# $! 8 #% $ ") '$ !"! & $ &!#"# $!- 57 ) ! ") 1 * %$1"#%* #$ " !5 7& $2 >" "7)& !' "# >& $2 $ ") "!' 1$) # ") >")5& 0 "## #5'& "!' 1$) * 1 &2& &! & - %& POSTER 75 & 5)# 5((& # #%"# 1 * %$1"#%* %" 7$#% O) 7& ")P "!' O $! & >"# >&P " 1& # - ! #%& $!& %"!'0 57 ) ! ") PREDICTORS OF PEER MENTORING SELF-EFFICACY: 1 * %$1"#% & 7 " & >")5& 5((& # >& $2 $1&!!& #$ %"!(& MENTOR PERSONALITY AND ATTACHMENT STYLE *&# ") $ "11&" #$ )&"! 1$) # "))* $! & >"# >&N1" # 5)" )* $! & $!$ 0 &!> $! &!#") "!' ) #" * "##& - @6 - 0 POSTER 72 %& 5 &!# #5'* &?" !&' %$8 &!#$ "##" % &!# #*)& "!' GENDER DIFFERENCES IN ACCEPTABILITY OF 1& $!") #* %" " #& # 1 &' #&' &)2&22 " * #$ &!#$ AGGRESSION IN RELATIONSHIPS " $!( 511& )" 1&& &!#$ 8%$ 8$ : 8 #% $))&(& 2 & % &!- &?1& #&'0 % (%& )&>&) $2 $1&!!& 0 ; 0 - B $! &!# $5 !& 0 &?# ">& $! "!' "( &&"7)&!& 8& & &)"#&' #$ ( &"#& &!#$ &)2&22 " *N $!>& &)*0 % (%& !&5 $# "!' ">$ '"!# "!' " 7 >")&!# "##" % &!# 8& & &)"#&' #$ )$8& & &?" !&' (&!'& ' 22& &! & 7&&! ")& "!' 2& ")& ! &!#$ &)2&22 " *- 5 )' !( &!#$ R &)2&22 " * ! &!#$ #& $2 #%& " &1#"7 ) #* $2 "(( & $! #$8" ' " 1$#&!# ") # " ! !( 1 $( " (%# 7& & 1& "))* 7&!&2 ") 2$ &!#$ 8 #% $ "!# >")- #5'&!# &"' $!& $2 #% && > (!&##& #%"# !&5 $# #&!'&! & "!' "! ! & 5 & "##" % &!# #*)&- 1 & &!#&' ' 22& &!# )&>&) $2 "(( & $! #$8" ' " 1$#&!# ") $ "!# >") !$ & 1$! &0 '& "!' !( "! "1$)$(*0 $ 1%* ") POSTER 76 $!2 $!#"# $!- %& & 1$! & #$ #%& > (!&##& %$8&' #%"# &! "!' 8$ &! 7$#% &C5"))* " &1# !( $2 "(( & $! ! $11$ #& &? PEOPLE DINING ALONE MORE LIKELY TO HAVE VISIBLE 1" #!& "!' #%"# '& "!' !( "! "1$)$(* 8" #%& $ # CELL PHONE " &1#"7)& & 1$! &- 0 B0 POSTER 73 0 0 ; ;; ;0 @6 6 ;0 6 6A 0 0 6 ASSOCIATIONS BETWEEN PHYSICAL AND 0 - AA PSYCHOLOGICAL CONFLICT, SELF-ESTEEM, AND COMMITMENT IN ROMANTIC RELATIONSHIPS & $7 & >&' QG "'5)# ' ! !( ! " 2$$' $5 # #$ 5!'& #"!' #%& 1 &>")&! & $2 !' > '5") %"> !( #%& &)) 1%$!& > 7)* 1 & &!# 0 6 8% )& ' ! !(- "H$ #* $2 1&$1)& ' ' !$# %">& " > 7)& &)) 1%$!& 8% )& ' ! !( -&-0 1&$1)& #&!'&' #$ &2 " ! 2 $ 5 !( 1%$!& "!' 2 $ )&"> !( #%& $! #%& #"7)&- A&$1)& ' ! !( ! " & &?" !&' " $ "# $! 7&&! &)2 &1$ #&' $!2) # ( $51 8& & (! 2 "!#)* )& ) :&)* #$ %">& " > 7)& &)) 1%$!& 1%* ") "!' 1 * %$)$( ")0 &)2& #&& 0 "!' $ # &!# #%"! 1&$1)& ' ! !( ")$!&- %& & 8" !$ (&!'& ' 22& &! &- )&>&) ! 5!'& ( "'5"#& &! "!' 8$ &! 8%$ " & 5 &!#)* ! " $ "!# &)"# $! % 1- 6&! 8 #% )$8 &)2& #&& &1$ #&' POSTER 77 1" # 5)" )* )$8 $ # &!# 8%&! 1%* ") $!2) # 8" 1 & &!# ! #%& &)"# $! % 1- * $!# " #0 8$ &! 8 #% % (% &)2& #&& NEGATIVE COGNITIONS AND THEIR IMPACT ON ACTIVITY &1$ #&' ' 1 $1$ # $!"#&)* )$8 $ # &!# 8%&! 1%* ") LEVEL $!2) # 8" 1 & &!#- A * %$)$( ") $!2) # 8" !$# " $ "#&' 8 #% $ # &!# "!' ' ' !$# !#& " # 8 #% 1" # 1"!# &? $ ; 6;0 6;0 &)2& #&& -
POSTER 74 A" # 1"!#R " # > #* )&>&) "!' '&( && $2 !&("# >& &)2 $! &1# "!' !&("# >& &?1& #"# $! 8& & $ 1" &'- & 5)# 2$5!' #%"# THE CARNISM SCALE: MEASURING THE MYTHS AND 1" # 1"!# 8%$ &!("(&' ! '" )* &?& & %"' (! 2 "!#)* )$8& JUSTIFICATIONS CONCERNING EATING ANIMALS $ & $! " !&("# >& &)2 $! &1# "!' !&("# >& &?1& #"# $! C5& # $!!" & #%"! 1" # 1"!# 8%$ &1$ #&' !$ '" )* A 6 0 6 A 0 &?& &- %& & & 5)# 5((& # #%"# )" : $2 '" )* &?& & "* 6 6 6 0 )&"' #$ !&("# >& &)2 $! &1# "!' &?1& #"# $! 511$ # !( #%& !&&' 2$ 25 #%& & &" % 7&&! #%& & #8$ 1$ #"!# >" "7)& -
EF #& ")& 8 #% " :& ##*1& Q $1# $! 2$ "# 8" '&>&)$1&' Friday, March 14, 2014 #$ !>& # ("#& 1" # 1"!# R &!'$ & &!# $2 " ! N #%& '&$)$(* 8:00am-8:50am $!'$! !( &"# !( "! ") 0 "!' # $! $ #"!# )&( # "# !( *#% - .Q 1 )$# #& 8& & '&>&)$1&' "!' 1 & &!#&' #$ " " 1)& $2 E.F 5!'& ( "'5"#& #5'&!# "# #%"# ! >& #* $2 Event Statler L
SKYPE SESSION WITH MOSCOW PSI CHI CHAPTER ATHEIST/AGNOSTIC IDENTITY Friday, March 14, 2014 8:00am-8:50am 6A
%& !$! &) ( $5 " & " )" (& "!' ( $8 !( ( $51 ! & "- 6 @ 6 A % )& $ & & &" % %" 2$ 5 &' $! #%& " #" (&# $2 1 &H5' &0 ) ##)& %" &?" !&' 5& $2 '&!# #*- % & &" % $! '& "#%& #O"(!$ # '&!# #* !$# " " )" : $2 &) ( $5 '&!# #* 75# " "! '&!# #* 8 #% # $8! 5! C5& $!#&!#- " #$ Friday, March 14, 2014 "!")* 5((& # "# )&" # 2 >& ' &! $! - !&&' 2$ $(! # $!0 8:00am-8:50am E- 1$) # ") '&$)$(*0 L- %5 "! #O%$ # ) #* #$8" ' &) ( $! '&$)$(*0 G- &) ( $5 C5& # !(0 "!' +- 1$ #"! &O &!# ") #* $2 '&!# #*- Paper 8:45am - 8:55am SOCIAL PAPERS: WHO WE ARE Friday, March 14, 2014 THE TRIARCHIC MODEL OF CHARACTER STRENGTHS 8:00am-8:50am 6 ; 6A0 A A&#& $! "!' &) ( "! E,,G !# $'5 &' " $'&) $2 EG %" " #& # &!(#% 57 5 &' 5!'& ? > #5& - 57 &C5&!# & &" % %" 5((& #&' " 2 >&2" #$ $'&) ! #&"'- $8&>& 0 8:00am - 8:10am #% & 1 ") $'&) '$& !$# $ & 1$!' 8&)) #$ $ ") !$# $! $2 #%& !"#5 & $2 > #5&- !( " % & " % ") 2" #$ "!")*# &#%$'0 " ASSESSING SOURCES OF ACADEMIC SELF-EFFICACY # " % $'&) $2 > #5& 1 $1$ &' 2$ 5 !( $! #&!" #*0 AMONG HIGH SCHOOL STUDENTS: A COMPLEMENTARY !C5 # >&!& 0 "!' '& &! *- 1) "# $! $2 #% $'&) 2$ APPROACH 5!'& #"!' !( #%& &>$)5# $! "!' !"#5 & $2 > #5& 8 )) 7& ' 5 &'- 6 @ 0 6 ;- ;; 6A 0 6 0 Friday, March 14, 2014 8:00am-8:50am &)2&22 " * '&2 !&' " 7&) &2 ! #%& "7 ) #* #$ 5 & 25))* " $ 1) % " #" :- # %" 7&&! $! #&!#)* 2$5!' 1$ #"!# 2$ Paper White Hill !5 & $5 1 * %$)$( ") $5# $ & 5 % " 8&))7& !( "!' DEVELOPMENTAL PAPERS: DEVELOPMENT OF 1& 2$ "! &- A &> $5 & &" %& %">& '&!# 2 &' 2$5 1$ 7)& REASONING, LANDMARKS USE AND SURVEYS
$5 & $2 &)2&22 " *- & " &' #$ &?" !& $ 1) &!#" * Friday, March 14, 2014 March 14 Friday, " 1& # $2 #%& & $5 & 8 #% ! #%& " "'& '$ " !0 " $!( 8:00am-8:50am .L % (% %$$) #5'&!# - !' !( !' "#&' #%"# " #& * &?1& &! & "!' 1%* $)$( ") #"#& 8& & #%& # $!(& # 1 &' #$ $2 &)2&22 " *- 6 6
8:15am - 8:25am 8:00am - 8:15am
ATTACHMENT TO GOD, SOCIAL CAPITAL, AND COMPETING CUES AND THE DEVELOPMENT OF SELF-CONTROL AS PREDICTORS OF TRAIT FORGIVENESS LANDMARK USE
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EXPLORING THE CONTENT AND STRUCTURE OF AN G
0 9:20am - 9:35am 6"!* #5' & 5((& # #%"# 1 & %$$)& %$8 1 & $ $5 "5 ") &" $! !( "7 ) # & 0 8% )& "! &C5") !5 7& $2 #5' & 2 !' #%"# CONCEPTIONS OF AND MOTIVATION FOR TEACHING IN A % )' &! $2 #%& " & "(& # 5(()& 8 #% &" 5 & $2 &?1) # RESEARCH-I UNIVERSITY: A MULTIPLE CASE STUDY &!# 2 !2& &! &- %* " & % )' &! $ ($$' "# "5 ") &" $! !( 75# # 5(()& 8 #% &!# 2 !2& &! &I 5 & 1 ") - A ; 6A 0 @ '"#" 5((& # #%"# '5 !( &" )* &)& &!#" * %$$)0 7$#% % )' &! 6 6 0 ;A ' "(!$ # &" $! !( "1" # & "!' &#" $(! # >& "8" &!& 6A '&>&)$1- %& $$ ' !"# $! $2 5 % "1" # & (%# !' "#& #%& & & (&! & $2 &!# 2 #% !: !(- % )& #&" % !( " )&" 1 $ #* ! 5! >& # & 0 2" 5)#*R & &" % $7) ("# $! " & $2#&! ( >&! ( &"#& 8& (%# ! 1 $ $# $! '& $! - 8:40am - 8:55am $8&>& 0 $ & 2" 5)#* %$$ & #$ !>& # ! #&" %& 1 $2& $!") '&>&)$1 &!#- %$ " & #%& & 2" 5)#* "!' 8%* '$ #%&* 1" # 1"#&I A COLLABORATIVE PROCESS FOR DEVELOPING !( " $ ") $(! # >& $'&) 7" &' $! A& $!") !>& # &!# SURVEYS: NEW SURVEYS OF EARLY EDUCATORS %&$ *0 #% #5'* 2$5!' $ $! 2" #$ $2 #5'&!# &!#& &' #&" % !( 7&) &2 0 "!' ($") 2$ #&" % !( #%"# ! )5'& &!("( !( 0 0 ; 6 ; #5'&!# ! #%& $8! )&" ! !(0 "!' ": !( "#& ") &)&>"!# #$ A6 0 -0 #5'&!# R ) >& - 9:40am - 9:55am %& " )* % )'%$$' '5 "# $! & &" % )) "! & %" '&!# 2 &' " & &!# "!' &" )* )&" ! !( #"!'" ' " #8$ 1 $ #* " &" 2$ QUANTITATIVE REASONING IN PSYCHOLOGY: #%& & &" %- %& ")) "! & $ &"#&' " & &" % "(&!'" #$ PERFORMANCE WITH APA GOALS AND IMPLICATIONS "'' & #%& & 1 $ # & "!' '&!# 2 &' ("1 ! '"#" #$ "'' & #%& '&>&)$1&' & &" % C5& # $! - %& 5 &!# 1 $H& # % (%) (%# " 6 6 $))"7$ "# >& 5 >&* '&>&)$1 &!# 1 $ & - %& '&>&)$1&' 5 >&* 0 2$ 5 & 8 #% &" )* &'5 "#$ 0 8 )) " # #"#& ! 2 )) !( %& & "! A * %$)$( ") $ "# $! $5#) !& C5"!# #"# >& '"#" ("1 "!' $> !( #%& 1$ #"!# 8$ : $2 #%& &( $!") ")) "! & ) #& " * ($") 2$ 5!'& ( "'5"#& 0 %$8&>& & &" % 5((& # 2$ 8" '- ) #&' # & 1&!# $>& !( #% &' % P ;& 0 E,,, "!' #%"# ( "'5"#& #5'&!# %">& ) #&' &?1$ 5 & 7&*$!' Friday, March 14, 2014 !# $'5 #$ * C5"!# #"# >& #$1 :&!0 & # P 6 )) "10 E,,/- %& 5 &!# #5'* " & &' 1& 2$ "! & 8 #% #%& & ($") "!' # 9:00am-10:20am &)"# $! % 1 #$ "## #5'& "!' 57H& # " &" $>& &'- >& "))0 1& 2$ "! & $! " #"# # ") #& # 8" )$8 6M+T '& 1 #& /,T Paper Thoreau &1$ # !( %"> !( $>& &' #& #&' #$1 ! )" - TEACHING PAPERS I Friday, March 14, 2014 Friday, March 14, 2014 9:00am-10:20am 9:00am-10:20am
6 6 Symposium Statler PSYCHOLOGY IN RUSSIA: PAST AND FUTURE TRENDS 9:00am - 9:15am Friday, March 14, 2014 9:00am-10:20am RESEARCH STORIES: A PEER-MODELING INTERVENTION FOR CONDUCTING EMPIRICAL RESEARCH ; 6 6- 0 - 0 ;6 - 0 0 @ 0 %"# " & 1" # "!' 5 &!# # &!' 8 #% ! 1 * %$)$(* ! #%& 8$ )' 6 )" (& # !"# $!I ! #% 1"!&)0 5 "! "!' -- 1 * %$)$( # H$ ! #$ &> &8 ' >& & " 1& # $2 1 * %$)$(* 2 $ #%& 1" # #%& 8$ : $2 -- 5 " "!' -- *($# :*0 "!' #%& 25#5 & 5 "!-- A % & 7& '&>&)$1&' "!' 1)& &!#&' " $))$C5 5 $ 5! "# $!0 !#& !"# $!") #5'&!# 0 "!' A % ! 5 "- & & 2&"#5 !( 5!'& ( "'5"#& A * %$)$( ") &! & "H$ 8%$ 5 & 25))* $!'5 #&' & 1 ") & &" %- A & &!#& Presentations ' 5 &' #%& & 1 ") & &" % "!' %" &' ! (%# #%&* (" !&' #% $5(%$5# #%& & &" % 1 $ & - ##&!'&& 8%$ %"' !$# Alexander Luria and the foundation of neuropsychology in 2 ! %&' & &" % &#%$' 2&)# (! 2 "!#)* $ & 1 &1" &' #$ Russia $!'5 # & &" % "2#& "##&!' !( #%& &>&!#- 5 #%& 0 "##&!'&& 7* "# "!" - :%5# !" 6$ $8 #"#& ! >& #*0 " * 8%$ %"' ") &"'* $ 1)&#&' "! & 1 ") 1 $H& # 7&) &>&' %& & %&> :* #"#&! )"!' ! >& #* $ 1 #") "##&!' !( " )" &>&!# 8$5)' %">& 1 &1" &' #%& #$ $!'5 # & &" %- Lev S. Vygotsky: Son of Russia's Silver Age +
7* " >&) - @& % " ' "! A &#" P & %! ") " && 75# #%& ' 5( %"' ( &"#& $!# $) #%"! #%& &?#& $ &1# >& $!#&?# - ! # #5#&0 8& A- &)&! #- "! $))&(& &!&8") $2 &?# !(5 %&' & 1$!' !( 5!'& #%& ' 5( #"#& 8" &> '&!# ! "!' - ! &?1& &!# E0 & 1$!' !( 8" How familiar are psychologists in Russia and the USA with &?# !(5 %&' ! #%& !#& $ &1# >& "!' &?#& $ &1# >& $!#&?# each other's work? &1" "#&)*- 7* )&? - $ $!$> #"#& "'& ! >& #* $2 #%& 5 "! # & 0 9:40am - 9:55am " $)' ":$$ % "! (%& %$$) $2 $!$ 6$ $8 RENEWAL AFTER THE PUNISHMENT OF FREE OPERANT How do international students view their school: A BEHAVIOR comparison of Russian and America colleges 7* !!" $ $D$>"0 '&)*" "! %& (%& %$$) $2 - A 0 6; - $!$ 6$ $8 6
Launching Psi Chi in the world's largest nation: What lies % && &?1& &!# #5' &' #%& &!&8") &22& # "2#& 15! % &!# ! ahead? "# - "!' &!&8") 8& & $7 & >&' "2#& 7* )&!" %&7$#" &>"0 !" $> :$>"0 )&?&* $> :$> A&$1)& & 1$! & $!# !(&!#0 75# !$# *$:&' !$! $!# !(&!#0 2$$# %$ : &!' % 1 ! >& #* $2 5 " 8& & '&) >& &' ! $!#&?# "2#& ! # 5 &!#") # " ! !( ! $!#&?# - &!&8") 8" ") $ $7 & >&' 8%&! #%& $!#&?# 8& & Discussant(s): )$ &! & - &! " : A" & ! >& #* &C5"))* " $ "#&' 8 #% & !2$ & &!# "!' 15! % &!# $2 ' 22& &!# & 1$! & - :& &?# ! # $!0 15! % &!# & 1& "))* Friday, March 14, 2014 '&1&!'&!# $! $!#&?#- %& $ ("! "11&" #$ )&" ! !$# #$ ":& " 1& 2 & 1$! & ! " 1& 2 $!#&?#- 9:00am-10:20am 10:00am - 10:15am Paper Stuart LEARNING PAPERS II TARGET EVENT ENCODING IN A PREDICTIVE LEARNING Friday, March 14, 2014 TASK: INTEGRATED OR SEPARABLE PROCESSING? 9:00am-10:20am ;0 6 A- 6 ; ;
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9:20am - 9:35am ; B - @ A CONFIGURATION OF NICOTINE AND ALCOHOL IN TWO EXTERNAL CONTEXTS: EXTINCTION AND RECOVERY ETHICS AND ELECTRONICS
@ A - 0 B 6- 6 ; B0 @ - @ A
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&?" #)* '$ 8& $ %& # "#& #%& !#& 2" &I &# #"): "7$5# 8%"# 5#%"!" " 8" H5'(&' #$ 7& $ & &#% ") ! #5"# $! !>$)> !( &)& # $! %&")#% & $ ' 0 A0 A0 "!' &"! "!' *$5!(& "'5)# #%"! ! #5"# $! !>$)> !( $)'& "'5)# - 2 (5 & $5# %$8 #$ $$ ' !"#& #%& ! 7& # 5((& #&' 1 " # & - POSTER 4 Friday, March 14, 2014 9:00am-10:20am EMPLOYABILITY BIAS AGAINST DISABLED SYNTHETIC SPEECH USERS OVER NATURAL SPEECH USERS
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6 AA 6 THE EFFECTS OF FAULTLINE ACTIVATION AND CROSS-CUTTING DIVERSITY DIMENSIONS ON TEAM %& & &" %& &?" !&' Q 1" # 1"!# #$ '&#& !& #%& PROCESSES &)"# $! % 1 7&&! 1" &!#") &)"# $! % 1 #"#5 ! $!H5! # $! @ 0 8 #% # 5 # "!' " #") "## #5'& - %& & 5)# 2$5!' !$ (! 2 "!# ; &)"# $! % 1 7&&! 1" &!#") &)"# $! % 1 #"#5 "!' )&>&) $2 # 5 # "!' " # ") "## #5'& - 5 # 8" 2$5!' #$ (! 2 "!#)* &" $2#&! # 5(()& 8 #% 57( $51 2$ "# $! 8% % 1 &' # " "(& "## #5'& 0 "!' > " >& "- '' # $!"))*0 '&# &!#") #$ #&" 25! # $! !(- % #5'* 5# ) D&' % & " % ") 1" # 1"!# 8%$ 8& & " &' %"' $>& ")) % (%& )&>&) $2 # 5 # ) !&" $'&) !( #$ &?1)$ & #%& &)"# $! % 1 7&&! 2"5)#) !& "!' #%$ & 8%$ 8& & !()& %"' $ & 1$ # >& > &8 $2 " "(&- " # >"# $! "!' 1 $ & >" "7)& 2$ +L ) >& !#& " # !( #&" - %&! 2"5)#) !& " # >"# $! 8" '$!& #% $5(% ": !( ' >& #* POSTER 2 ' &! $! 8 #% ! #%& #&" "11" &!#0 #&" %"' % (%& &)"# $! % 1 $!2) #0 " 8&)) " )$8& )&>&) $2 # 5 # "!' & 1& # UNEXPECTED REACTIONS TO A TRAGEDY " $!( & 7& 0 8% % %" 1) "# $! 2$ #&" " $ 5)# 1)& $!#&?# 0 ! )5' !( #%& 8$ :1)" &- ; 0 ; 0 POSTER 6 $!# " * #$ &?1& #"# $! 0 #% #5'* 2$5!' !$ &> '&! & #%"# & "! $))&(& #5'&!# &" #&' $ & # $!()* #$ #%& # "( THE RISK OF CONFOUNDING IN STUDIES OF MEDIATION IN '&"#% $2 *$5!( & "! ! " 75 )' !( $))"1 & #%"! #$ #%& '&"#% PSYCHOLOGY $2 #%& 8& #& ! $ &" #& ! 5 $1&"! $5!#& 1" # - 5 1 !()*0 A- 0 - 60 @- $ & &> '&! & 8" 2$5!' #%"# #%& # "( '&"#% $2 &" #& ! 0 6 @- 5 $1&"! #5'&!# 8" > &8&' " $ & & $5 - " #)*0 " # "!' ; &! & "H$ " (!&' $ & 7)" & #$ 7$#% #%& > # "!' 75 )' !( " % #& # #%"! ' ' 1 $2& $!") #5' & #5'&!# - & &" %& ! 1 * %$)$(* 2 &C5&!#)* "##& 1# #$ '&!# 2* &' "# !( >" "7)& - # 1$ #"!# #$ 5)& $5# $!2$5!' !( " "! POSTER 3 ")#& !"#& &?1)"!"# $! 2$ &' "# $! 2 !' !( - %& "5#%$ &> &8&' & &" % " $ ) ! ")0 '&>&)$1 &!#") "!' $ ") ATTITUDES TOWARDS EUTHANASIA 1 * %$)$(*- ! #%& "H$ #* $2 &' "# $! #5' & 0 $!2$5!' !( 8" !$# &? )5'&' " "! ")#& !"# >& 1$ 7 ) #*- $8&>& 0 #% - 6 0 6 ")#& !"# >& 8" (!$ &' $ ! 522 &!#)* " :!$8)&'(&' ! $>& %")2 $2 #%$ & #5' & - $! 5 & $2 & &" % %$5)' 7& ")& #&' #$ #% 1$ 7 ) #*0 " 2 !' !( (%# 7& )&"' !(- " & #5' & '& 7 !( &!'$2) 2& &!" $ 8& & 5 &' #$ " & $))&(& #5'&!# R "## #5'& #$8" ' &5#%"!" "- #5'&!# 5 &' " 2 >&1$ !# "# !( ")& #$ H5'(& 2 " " & 8" &#% ")- 6"H$ POSTER 7 2 &)' $2 #5'* "!' &) ( $5 $!> # $! ' ' !$# 1 $>& #$ 7& (! 2 "!# 2" #$ - %& "(& $2 #%& 1& $! '& 7&' ! " &!" $ DOING GOOD BY DOING NOTHING: THE ROLE OF THE ' ' !2)5&! & &#% "# !( 0 75# !$# ! #%& %*1$#%& D&' ' & # $!- DEFAULT BIAS IN INFLUENCING ALTRUISTIC ATTITUDES AND BEHAVIOR IN THE CONTEXT OF CHARITY AND Q
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J 6 0 @ - A 0 @6 POSTER 12 - 0 @- 60 @ MODERATORS OF THE COMMITMENT-SKEPTICISM BIAS IN WOMEN " #* $2#7")) 1)"*& 0 7" &7")) 1)"*& 0 "#%)&#& ! $#%& 1$ # 0 "!' !$!"#%)&#& 8& & " :&' #$ "( !& & #%& " $2#7")) $ 6- ; 0 6- 7" &7")) (" &0 #%&! #$ & 1$!' #$ E, #"#& &!# "7$5# #%& (" &0 #%& 1)"*& 0 #%& $" %0 "!' #%& #&" - & 5)# %$8&' #%"# $2#7")) 1)"*& 8& & H5'(&' #$ 7& $ & "(( & >&0 " !(0 "!' A" # & &" % %" 2$5!' #%"# 8$ &! 5!'& & # "#& &!R $ & ) :&)* #$ %">& " ("* &?5") $ &!#"# $! "!' #%"# 7" &7")) $ # &!# ! $ "!# &)"# $! % 1 :!$8! " #%& 1)"*& 8& & H5'(&' #$ 7& $ & " 5) !&0 %&")#% & 0 "!' #$ %">& O $ # &!# :&1# 7 " P- ! #% && #5' & 0 8& %$8 #%"# 7&##& 7$'* "(& - 8$ &! $!)* 5!'& & # "#& &!R $ # &!# 8%&! #%&* " & " :&' "7$5# &!R $ # &!# ! (&!& ")- $8&>& 0 8%&! POSTER 9 8$ &! "#& #%& $ # &!# $2 &! '& 7&' " &?% 7 # !( 1& 2 1 $ &)"# $! % 1 7&%"> $ 0 #%&* !$ )$!(& 5!'& & # "#& PROJECTING PERSONALITY ONTO DOGS AND &!R $ # &!#- % %$8 #%"# #%& 7 " ' "11&" ! #%& CONSEQUENCES FOR SUPPORTING ANIMAL RIGHTS 1 & &! & $2 ' "(!$ # !2$ "# $!0 8% % " 25! # $!") &22& #-
@ 6 0 0 6 0 POSTER 13 March 14 Friday, 6- COMPLIMENTS AS A SOURCE OF JEALOUSY IN ROMANTIC ! #8$ #5' & 0 8& #& #&' 2 1&$1)& 1 $H& #&' #%& $8! 1& $!") #* RELATIONSHIPS # " # $!#$ '$( "!' 2 $! '& !( #%& 1 * %$)$( ") #"#& $2 '$( 8$5)' ! &" & 511$ # 2$ "! ") (%# - A" # 1"!# "#&' 6 - 0 @ - 6 0 - 0 " 7 (5$5 '$( 7&%"> $ #%&! "! 8& &' >" $5 C5& # $!!" & - 6- ! 7$#% #5' & 0 1" # 1"!# 8 #% (5 )#1 $!& 1& $!") # & "8 '$( " &?% 7 # !( ( &"#& (5 )# "!' "!? &#*- ! #5'* E0 &? ' 22& &! & ! & 1$! & #$ & $# $!") >& 5 &?5") !2 '&) #* $! '& !( #%& 1 * %$)$( ") #"#& $2 '$( 0 $ 1" &' #$ " " & 7&) &>&' #$ & 5)# 2 $ &! "!' 8$ &!R ' 22& &!# $!# $) ( $510 ! &" &' 511$ # 2$ "! ") (%# - &1 $'5 # >& %"))&!(& 5 0 " &!0 P & #&!0 ..F- & #& #&' 8%&#%& &? ' 22& &! & " & 2$5!' 8 #% " ' 22& &!# #*1& $2 POSTER 10 &)"# $! % 1 #% &"# %&! " "# !( >") $ 1) &!# $!&R $ "!# 1" #!& - ! #% && #5' & 8& 2$5!' #%"# $ 1) &!# PERCEPTIONS OF IRRITATING FACULTY BEHAVIORS IN 51 &# 8$ &! $ & #%"! &!0 75# 7$#% &?& 8& & $ & 51 &# 2 THE CLASSROOM #%& >") $ 1) &!#&' #%& 1" #!& R 1%* ") "11&" "! & #%"! 1& $!") #*- A0 ;6 0 A6 B 6 POSTER 14
%& 1& &1# $! $2 #"# !( 2" 5)#* 7&%"> $ ! #%& )" $$ THE BENEFITS OF PERSPECTIVE-TAKING IN CLOSE 8" !>& # ("#&' 7* 5 >&* !( 7$#% #5'&!# "!' 2" 5)#* RELATIONSHIPS & 7& - #5'&!# 8& & " :&' #$ "#& $! " ")& $2 M Q %$8 #"# !( #%&* 2$5!' " ) # $2 2" 5)#* 7&%"> $ 0 8% )& #&!5 &' "!' - A 0 J 0 @ !$!#&!5 &' 2" 5)#* & 7& 8& & " :&' #$ "#& %$8 #"# !( A #%&* #% !: #5'&!# 8$5)' 2 !' #%$ & 7&%"> $ - %& %*1$#%& #%"# #&!5 &' 2" 5)#* & 1$! & 8$5)' %">& " % (%& $ &)"# $! & &?" !&' %$8 1) # &)2& #&& !2)5&! & 8 #% #5'&!# R & 1$! & 8" 511$ #&'- ! )5 $!$2$#%& ! &)2 "!' 1& & >&' 1" #!& %$!& #* /
"2#& " 1& 1& # >&#": !( "! 15)"# $!- & 5)# !' "#&' #%"# 1" # 1"!# )$8 > - % (% ! 1) # &)2& #&& &1$ #&' POSTER 18 (! 2 "!#)* )$8& "!' 1& & >&' 1" #!& %$!& #* ! #%& $!# $) $!' # $!- $8&>& 0 ! #%& 1& 1& # >&#": !( $!' # $!0 RECOVERING FROM SOCIAL REJECTION THROUGH 1&$1)& 8 #% )$8 1) # &)2& #&& ' ' !$# ' 22& 2 $ #%& % (% ANTHROPOMORPHISM: DOES THE TARGET OF 1) # &)2& #&& $5!#& 1" # - % 8" '5& #$ " (! 2 "!# ANTHROPOMORPHISM MATTER? ! &" & ! "!' 1& & >&' 1" #!& %$!& # " $!( )$8 1) # &)2& #&& 1" # 1"!# - 6- 0 6 - 0 @ - 6 0 6- POSTER 15 A&$1)& $2#&! "!#% $1$ $ 1% D& !$!%5 "! "! ") 0 & 1& "))* SELF-PROTECTION FOLLOWING REJECTION: REJECTION 8%&! "!#% $1$ $ 1% "! "# 2* " !&&' ) :& )$!&) !& - 5# CAN REDUCE CONNECTION MOTIVATIONS AMONG '$& "!#% $1$ $ 1% " #5"))* ":& 1&$1)& 2&&) 7&##& I ! HIGHLY RELATIONAL INDIVIDUALS #% && #5' & 0 8& 2$5!' #%"# (&!& "# !( !" & 2$ "! ") &) !"#& #%& !&("# >& &22& # $2 $ ") &? )5 $! $! #"#& &)2& #&& - &!& "# !( !" & 2$ 1&$1)& %" " )" &22& #0 J 0 ; 0 @ 60 @ 75# (&!& "# !( !" & 2$ 1)" # 2 (5 !& '$& !$#- ! $#%& A 8$ ' 0 $!)* "!#% $1$ $ 1% $2 "! ") 75# !$# #$* )&"' #$ & $>& * 2 $ $ ") &H& # $!- & &?" !&' %$8 &H& # $! "22& # 1) # $# >"# $! 2$ $!!& # $! " $!( #%$ & % (% > - )$8 ! &)"# $!") &)2 $! # 5")- POSTER 19 ! #%& $!# $) $!' # $!0 1&$1)& % (% > - )$8 ! &)"# $!") &)2 $! # 5") %"' # $!(& 1) # $# >& 2$ $!!& # $!- ! #%& SEXUAL INTENT SCALE: ADDITIONAL CONSTRUCT &H& # $! $!' # $!0 1&$1)& % (% "!' )$8 ! &)"# $!") VALIDITY &)2 $! # 5") ' ' !$# ' 22& ! $# >"# $! - % 8" '5& #$ " '& &" & ! $!!& # $! $# >& " $!( 1&$1)& % (% ! &)"# $!") @- 0 ;- 0 @ - &)2 $! # 5")- & 5)# 5((& # % (%)* &)"# $!") 1" # 1"!# ; B A 0 ; 511 & $!!& #&'!& ($") 2$))$8 !( &H& # $!- '' # $!") $! # 5 # >") ' #* $2 #%& &?5") !#&!# ")& POSTER 16 &1$ #&'- %$ & 8%$ $ &' % (%& $! #%& &!' % 1 " ) #* 57 ")& $2 #%& &?5") !#&!# ")& ") $ $ &' % (%& &)2 &1$ # PERCEPTIONS OF OUTCOMES IN AN AMBIGUOUS DATE &" 5 & $2 1& & > !( &?5") !#&!#- %& & 2 !' !( 1 $> '& RAPE SITUATION "'' # $!") $! # 5 # >") ' #* 2$ #%& &?5") !#&!# ")&-
A0 - 0 POSTER 20 @ 0 - 0 @- 0 @ - SHIRT COLOR AND SEX IMPACT PERCEPTIONS OF ENGINEERING JOB CANDIDATES !'& ( "'5"#& 8& & " :&' #$ 8 #& "! &!' !( 2$ " #$ * '& 7 !( " #*1 ") $))&(& 1" #* !>$)> !( ") $%$) "!' &?5") ; 0 ; 0 60 !!5&!'$- $ &! 8& & (! 2 "!#)* $ & ) :&)* #%"! &! #$ @ 6 0 @ !' "#& #%"# #%& #$ * &!'&' 8 #% &?5") %" " &!# "!' &?5") "75 &- $#% &! "!' 8$ &! #%$5(%# #%& ")& %" " #& 8" "(( & >& "!' ! $!# $) "!' #%"# #%& 2& ")& %" " #& 8" "2 " '- 6&! "'& $ & &? 5 & 2$ #%& ")& %" " #& R A" # 1"!# &"' $!& $2 ? 1" "( "1% '& 7 !( " 1& $! 7&%"> $ #%"! ' ' 8$ &!- !#& > &8 !( 2$ "! &!( !&& !( H$70 #%&! "#&' #%"# 1& $! $! , 1& $!") #* %" " #& # - A" "( "1% 8& & '&!# ") &? &1# 2$ POSTER 17 #%& &? $2 #%& !#& > &8&& "!' #%& $)$ $2 #%& !#& > &8&&R % # 8% #&0 ( "*0 $ > $)&#- !")* & %$8&' (! 2 "!# !#& " # $! PHYSICAL TEMPERATURE, LONELINESS, AND $! 2$5 #& - 6&! 8&" !( " > $)&# % # 8& & "#&' )&" # PREFERENCES IN A MATE $! &!# $5 "!' & $5 !'&' 8% )& 8$ &! 8&" !( " > $)&# % # 8& & "#&' $ # "( &&"7)& "!' !#&)) (&!#- 6 - 0 @ - 0 - 0 ;6 @- 6 6A POSTER 21 @ PERCEPTIONS OF INTELLECT AND PERSONALITY ON & !>& # ("#&' #%& &)"# $! % 1 7&&! 1%* ") #& 1& "#5 & SOCIAL NETWORKING SITES "!' # " # 1 &2& &! & ! " "#&0 H5'( &!# $2 #"7 ) #* $2 $#%& R &)"# $! % 1 0 "!' )$!&) !& - A" # 1"!# 8& & ( >&! " & & $2 @ 6 ; 5 >&* & #%& $5# '& ! #%& $)' $ ! " $ 1" "7)& 1$ # $! @ 0 @ ! '& $2 " 75 )' !(- A" # 1"!# 8%$ 8& & $5# '& 8& & $ & @ ) :&)* #$ 2&&) )$!&)* "!' #$ &&: "22 ) "# $! #%"! #%$ & ! '&- %& & 8& & ") $ (! 2 "!# &22& # $2 #& 1& "#5 & "!' (&!'& $! & &" % ! 1& $!") #* 1 * %$)$(* 5((& # #%"# 1&$1)& ' "8 1 &2& &! & ! " "#&- !2& &! & "7$5# $#%& #% $5(% 5 1 &2& &! & - %& 5 &!# .
& &" % !>& # ("#&' 1& &1# $! $2 !#&))& # "!' 1& $!") #* PREDICTING PERCEPTIONS OF MORALLY AMBIGUOUS 7" &' $! 5 !2$ "# $! "'& > 7)& $! " &7$$:- #&!& RELATIONSHIP BEHAVIOR $2 )" ") 5 8& & "#&' % (% ! !#&))& #0 &(" ')& $2 (&!'& $ #"#5 - '' # $!"))*0 " !5 7& $2 1$ # >& "!' !&("# >& 6 0 0 A0 1& $!") #* # " # 8& & ) !:&' #$ ) #&!& $2 % # "!0 $5!# *0 A ;;0 6 "!' "1 5 - !' !( " & ' 5 &' ! #%& $!#&?# $2 5 &!# 8$ : ! *7& 1 * %$)$(*- A" # 1"!# &"' &!" $ 2&"#5 !( $ "))* " 7 (5$5 POSTER 22 7&%"> $ 8 #% ! #%& $!#&?# $2 $ "!# &)"# $! % 1 "!' &1$ #&' $! 8%&#%& #%&* 2$5!' #%& 7&%"> $ #$)& "7)& $ $ "))* PERSONALITY, MORALITY SALIENCE, EYEWITNESS 8 $!(- %&* ") $ $ 1)&#&' 1& $!") #* "!' 1" # &)"# $! % 1 RELIABILITY, RACE, AND JUDGMENTS OF CRIMINAL !>&!#$ & - %& #&!'&! * #$ 1& & >& #%& 7&%"> $ " 8 $!( SUSPECTS 8" 1 &' #&' 8 #% " $'&) ! )5' !( 2& ! ! #*0 " 5) ! #*0 &?# $>& $!0 !&5 $# 0 $1&!!& 0 (&!'& 0 & 1"#%*0 0 6 0 6 $ $ &?5") #*0 "!' $ ") 2$5!'"# $! $ & " '# P @$ &1%0 6 0 ; A 6A E,,G0 M -FQ0 E M -GG0 M E-,E0 1 M -,G- @ POSTER 26 & !>& # ("#&' #%& &22& # $2 $ #") #* ") &! &0 1& $!") #*0 &*&8 #!& &) "7 ) #*0 "!' '&2&!'"!# " & $! H5'( &!# $2 (5 )#0 RESPONSES TO AN INVITATION TO FRIENDSHIP BY &!#&! !(0 "!' 2$ ( >&!& ! " 2 # $!") !") " &- %& & RACIAL OUTGROUP MEMBERS 8& & !$ &22& # $2 $ #") #* ") &! & $ 8 #!& &) "7 ) #*- $8&>& 0 '&2&!'"!# " & (! 2 "!#)* "22& #&' (5 )# "# !( N % #& 0 6 0 6 '&2&!'"!# 8& & $ & ) :&)* #$ 7& H5'(&' (5 )#* #%"! 6 '')& " #& ! $ )" : 5 1& # 7* $5 1 &'$ !"!#)* % #& " 1)&0 75# 8& & ( >&! ) (%#& &!#&! & - 5 #%& 0 $ ") % & &" % #& # 8%&#%& 1&$1)& " & " 8 )) !( #$ 2$ '$ !"! & 1 &' #&' 7$#% (5 )# "# !( "!' 2$ ( >&!& - 2 &!' % 1 8 #% " ") $5#( $51 & 7& " &"' )* " 8 #% " ") !( $51 & 7& - % #& 1" # 1"!# " &1#&' Q+T $2 !> #"# $! POSTER 23 2 $ " % #& !#& " # $! 1" #!& 0 "!' " &1#&' LT $2 !> #"# $! 7* " )" : !#& " # $! 1" #!& 0 IE 0 MLE M G-+E0 1 R-,+ 8 #% BIRDS OF A FEATHER FLOCK TOGETHER: STUDY "#& $ & # $!- ! !> #"# $! 2 $ " )" : 1" #!& "5 &' $ & ABROAD FRIENDSHIPS INFLUENCES ON AND RISKY SEX 2">$ "7)& "## #5'& #$8" ' )" : E0.QM+-LE0 1R-, "!' $ & !$!>& 7") $ 2$ # E0Q/M /-F0 1R-,, 1$ # !> #"# $!- 6 0 @ POSTER 27
%&! #5'* !( "7 $"'0 "! !' > '5")R 2 &!' "* !2)5&! & #%& ATTACHMENT TO GOD, SOCIAL CAPITAL, AND March 14 Friday, :* &?5") " # > #*- % #5'* &?" !& #%& &)"# $! % 1 SELF-CONTROL AS PREDICTORS OF TRAIT FORGIVENESS 7&&! 1& &1# $! $2 2 &!' R :* &?5") 7&%"> $ "!' "! !' > '5")R $8! :* &?5") 7&%"> $ 8% )& "7 $"'- K5"!# #"# >& '"#" 5((& # #%"# #% &)"# $! % 1 '$& 1" # 8$ &!R 0 0 6 ; 0 '& $! #$ &!("(& ! :* &?5") " # > #*- 5#5 & & &" % @ A %$5)' &?" !& $ & )$ &)* #%& '5 "# $!O )$ &!& $2 2 &!' % 1 0 #$ && 2 #% 25 #%& "22& # #%& '& $! ": !(- % #5'* %*1$#%& D&' #%"# "##" % &!# #$ $'0 &)2 $!# $)0 "!' $ ") "1 #") 8$5)' 1 &' # # " # 2$ ( >&!& - ##" % &!# #$ $' POSTER 24 "!' $ ") "1 #") 1 &' #&' # " # 2$ ( >&!& N &)2 $!# $) ' ' !$#- ##" % &!# #$ $' "* 1 $ $#& # " # 2$ ( >&!& 7& "5 & "!* SOCIAL SUPPORT AND SOCIAL NETWORKING: %5 %& & 1%" D& 2$ ( >&!& - A &&? # !( #&!'&! & #$ ATTACHMENT STYLE MODERATES SUPPORT SEEKING ON 2$ ( >& "* ") $ ":& &)"# !( #$ " 2$ ( > !( $' &" & - " # FACEBOOK 2$ ( >&!& "! 7& " "5 & "!' &22& # ! )$ & &)"# $! % 1 0 $ $ ") "1 #") "!' # " # 2$ ( >&!& "* 1 $ $#& &" % $#%& - POSTER 28 & 5 &' " '" )* ' " * &#%$'$)$(* #$ &?1)$ & 8%&#%& 1" # 1"!# 5 & " &7$$: " " 8"* #$ &&: $ ") $!!& # $! ! GOT LAUGHTER? FEAR LAUGHTER? USING ATTITUDE TO & 1$! & #$ '" )* !#& 1& $!") $!2) #- 65)# )&>&) "!")* & LAUGHTER TO PREDICT HUMOR RESPONSES &>&")&' #%"# 8% )& & 5 &)* "##" %&' 1" # 1"!# ' ' !$# ' 22& ! " &7$$: 5 & 2$))$8 !( $!2) #0 ">$ '"!#)* "##" %&' 1" # 1"!# 0 6 0 6 0 5 &' " &7$$: 2$ )$!(& 1& $' $2 # & $! '"* #%&* &1$ #&' @ 0 0 $ & > - )& !#& 1& $!") $!2) #0 5((& # !( #%"# ">$ '"!# 0 "* 5 & " &7$$: " " )& !# "#& 2$ $2 $ ") $!!& # $!- "5(%#& " $ ") )57 "!#- $8&>& 0 $ & 1&$1)& 2 !' # POSTER 25 ">& >& (&)$#$1%$7& N $#%& &!H$* # 8%&! # ' & #&' #$8" ' #%& (&)$#$1% )& N *&# $#%& 5 & # 2$ "! 15)"# $! E,
:"#"(&)" # # - >& *7$'* %$8 ")) $2 #%& & #&!'&! & - & 6 @- 60 6 " & &' #%& &?#&!# #$ 8% % #%& & ' &! $! 1 &' #&' %5 $ & 1$! & 0 5 & $2 %5 $ 0 "!' $>& ")) &! & $2 %5 $ - !")* & "' # $!") &>$)5# $!" * #%&$ * 1$ # #%"# &! " & "## " #&' #$ &>&")&' $! #&!# 1"##& ! " $ "#&' 8 #% >" "# $! ! &1 $'5 # >& >")5& "!' 8$ &! " & "## " #&' #$ & $5 & "!' (&)$#$1%$7 "0 (&)$#$1% ) "0 "!' :"#"(&)" # 0 &>&") !( 1& $!") #* # " # - %& 1 & &!# #5'* 2$5!' #%"# &! "!' 8$ &! %" " #& # $! #&!# 8 #% 1 &> $5 #5' & - "* !$# ' 22& ! "# !( $2 (&!& ") 1%* ") "## " # >&!& "!' %" &' >")5& - $8&>& 0 8$ &! >")5&' )$!(#& &)"# $! % 1 POSTER 29 "!' $!&#" * 1$#&!# ") $ &0 8% )& &! "#&' 1& 2 1%* ") >" "7)& " $ & 1$ #"!#- 5 #%& 0 &)"# $! % 1 )$!(&> #* 8" NUMERICAL ANCHORS AND JUDGMENTS OF RECENT 1 &' #&' 1" # "))* 7* " 1& # $2 &")) 2& &)"# $! % 1 0 75# !$# BEHAVIOR "#& 1 &2& &! & -
- ;0 0 POSTER 33 B 6 HAS FACEBOOK ENHANCED THE NEED FOR FEMALES TO ! " & & $2 #% && #5' & #$#") ME.0 8& &?" !&' #%& &22& # BE “LIKED” BY OTHERS? $2 !5 & ") "! %$ $! 1" # 1"!# R H5'( &!# $2 #%& $8! 1" # 7&%"> $ - & 5)# %$8&' #%"# "! %$ ' ' !2)5&! & H5'( &!# @6 ;A 0 @ 1" # 1"!# &?1$ &' #$ % (% "! %$ & # "#&' %"> !( 7&&! - 0 6 0 ( >&! (! 2 "!#)* $ & "!"( " #5'* $ %"> !( $ & #)* $)>&' (! 2 "!#)* $ & "#% 1 $7)& #5'* E #%"! 1" # 1"!# &?1$ &' #$ )$8 "! %$ 0 "!' #% $ 5 &' &>&! #5' & %$8 #%"# !' > '5") #&!' #$ 5 & " &7$$: #$ &&: 8%&! #%& "! %$ 8& & )&" )* &)&>"!# $ !" 5 "#& #5'* $ ") !2$ "# $! "!' " !#" ! $ ") $!!& # $! - & "!")*D&' E - " " 1)& $2 ,, 1 $2 )& #$ #5'* #%& >" $5 #*1& $2 #"#5 & "!' 1 #5 & 1$ #&'0 ! "! "##& 1# #$ 5!'& #"!' %$8 8$ &! POSTER 30 1$ # "* #%& &)>& - " &' $! #%& & 5)# 2 $ #% #5'*0 " &)"# $! % 1 &? # 7&&! #%& !5 7& $2 1$ # "!' #%& " $5!# THE INFLUENCE OF ATTACHMENT ON THE FREQUENCY $2 >") '"# $! ( >&! #$ #%& & 1$ # 0 ") 5)"#&' 7* 5 & R 2 &!' AND INTENSITY OF JEALOUSY ) : !( "!'O$ $ &!# !( $! #%& 1$ # -
6A0 POSTER 34 ANALYSIS OF CONSTRUCT VALIDITY IN A NEW " "!' " 7* E,, 1 $1$ & #%"# !' > '5") ' 22& &! & ! SELF-STRUCTURE MEASURE H&")$5 * 7" &' $! "##" % &!# "* >" * 8%&! &?" ! !( #%& 2 &C5&! * "!' !#&! #* $2 H&")$5 *- %& 5 &!# #5'* 2$5!' 6 0 1 &$ 51 &' "!' 2&" 25) !' > '5") #$ &1$ # $ &2 &C5&!# H&")$5 * #%"! & 5 & "!' ' !( !' > '5") - '' # $!"))*0 1 &$ 51 &' !' > '5") &1$ #&' $ & !#&! & H&")$5 * #%"! %& 1 & &!# #5'* " & $!'" * "!")* $2 & % &# ")- E,E0 ' !( !' > '5") - %& & 5)# '& $! # "#& #%& 1$ #"! & 8%$ &1$ #&' $75 # &)"# $! % 1 7&&! &)2 $)& $!( 5&! & $2 #%& C5") #* $2 "##" % &!# ! 5!'& #"!' !( #%& 2 &C5&! *0 "!' "!' $)& !>$)>& &!#- A" # 1"!# '& 7&' #%& &)>& #$ " )& & &?#&!#0 #%& !#&! #* $2 H&")$5 *- ! $)& "!' (&!& "))* 7* &1&"#&')* &)& # !( 2 $ " ) # $2 # " # - &)2'& 1# $! 8& & ' $( "1% "))* $'&)&' 5 !( % & " % ") POSTER 31 )" & "!")* 2 $ 8% % 8" $ 15#&'- & &?" !&' $ &)"# $! 7&&! "!' :& # "# !( " $ ALWAYS ON MY MIND: RUMINATORS LACK PRESENT $)& ! " 5)# # " #0 5)# &#%$' "# ? #$ '&#& !& $! # 5 # FOCUS >") ' #* "!' '&#& # &#%$' >" "! &-
B A0 ; - 0 6; 6 POSTER 35 TYPES OF SOCIAL OSTRACISM AND THEIR IMPACT IN THE 6 !'25)!& $! # $2 15 1$ &25) "##&!# $! #$ #%& &)2 8% )& WORKPLACE 2$ 5 !( $! #%& 5 &!# $ &!# "#%& #%"! #%& 1" #- &!'&! & #$8" ' &)2"##&!# $! "! 7& "#&($ D&' " & #%& 5 !"# >& $ B 0 6 @- &2)& # >&-& %*1$#%& D& #%"# &" % %$5)' &)"#& ' # ! #)* #$ A !'25)!& 7& "5 & 5 !"#$ 2$ 5 $! !&("# >& #%$5(%# $2 #%& 1" #0 8% )& &2)& #$ %$5)' 7& $1&! #$ 2$ 5 $! #%& 1 & &!#- $ ") # " ! #%& 8$ :1)" & $ 5 8%&! "! & 1)$*&& & 5)# $!2 #%"# 5 !"# >& !' > '5") " & )& !'25) "!' 57H& #&' #$ 1& #&!# "!' !&("# >& 7&%"> $ "# 8$ :- & $ & !"##&!# >& #$ #%& 1 & &!# #%"! &2)& # >& !' > '5") - $5(%# #$ &?1)$ & >" $5 #*1& $2 $ ") $ # " "!' 2 #%&* "22& #&' #%& #" (&#&' & 1)$*&& ' 22& &!#)*- ! #% 1"1& 0 8& POSTER 32 5# ) D& $1&! &!'&' C5& # $! "7$5# $5 1" # 1"!# $8! &?1& &! & 8 #% $ ") $ # " ! #%& 8$ :1)" & " 8&)) #%& PREFERRED MATE CHARACTERISTICS IN YOUNG ADULTS K "!' A- & 2$5!' $ & (! 2 "!# ' 22& &! & ! %$8 1& 2 #*1& $2 $ # " 1" # #%& #" (&#- E
&)2%"!' "11 !( ' ' !$# $ &)"#& 8 #% #%& " $5!# $2 #5'&!# POSTER 36 )$"! '&7# 75# 8& & &)"#&' #$ "## #5'& #$8" ' )$"! - $"! ! # "# >& "!' )$"! %&)1)& !& $ &)"#&' 8 #% )$ 5 $2 $!# $) REJECTION, TENSE, AND SELF-PERCEPTION "!' &)2%"!' "11 !( 8" &)"#&' #$ )$"! ! # "# >&- %& & 5)# 5((& #&' #%"# )$ 5 $2 $!# $) "!' &)2%"!' "11 !( " & &)"#&' ; 0 #$ "## #5'& 0 75# !$# " #5") )$"! 7&%"> $ - POSTER 40 $ ") &H& # $! 5!'$57#&')* 1" # "! !' > '5") & $# $!"))*0 $(! # >&)*0 "!' &>&! 7&%"> $ "))*- $8&>& 0 #%& 1 & &!# DOES FACE SHAPE AFFECT ATTRACTIVENESS ? & &" % &>&") #%"# "! 15)"# !( #& 1$ ") 2 " !( 1 & &!# > - 1" # #&! & $2 &)2 &1$ #&' 2&&) !( $2 ' # & 2$))$8 !( &H& # $! 6 0 - $'& "#& #%& & $5# $ & - 1& 2 "))*0 &H& #&' 1" # 1"!# 8%$ &1$ #&' #%& 2&&) !( ! #%& 1" # > - 1 & &!# #&! & % #5'* )$$:&' "# 8%&#%& #%& %"1& $2 " 2& ")&R 2" & ":& &?% 7 #&' $ & &H& #&' "22& # "!' 7&%"> $ - # "* 7& #%"# %& $ & "## " # >& #$ & 7& $2 #%& $11$ #& &?- & &)21 & &!#"# $! $# >& 5!'& ) & ' 22& &! & ! "' ## !( #$ 1" # %*1$#%& D&' #%"# 1" # 1"!# 8$5)' 2 !' " %&" # %"1&' 2& ")& >& 5 5 &!# %5 # 2&&) !( 0 8% % #%&! %"1& 7&%"> $ #% $5(% 2" & $ # "## " # >&0 $ # "11&") !(0 "!' $ # 1 &2& &'- $ #& # &)21& &1# $!- #% %*1$#%& 0 2$ #*2 >& "'5)# &! "#&' #% && 2" ") %"1& $5#) !& %&" #0 )&0 "!' C5" & $! "## " # >&!& 0 > 5") POSTER 37 "11&")0 "!' 1 &2& &! &- %& & 5)# 511$ #&' #%& %*1$#%& -
AN EXAMINATION OF A NOVEL MEASURE OF SOCIAL POSTER 41 STEREOTYPING POST-RACIAL AMERICA(?): UNDERGRADUATES’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
#%& 5 >&* #& - March 14 Friday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
POSTER 45 @ A 6- 0 @ 0 6 A THE EFFECTS OF PROFILE OWNER’S ATTRACTIVENESS AND FRIENDS’ ATTRACTIVENESS ON $ 1" $! $2 #%& R >& ")& '&>&)$1&' 7* - PERCEPTIONS OF TRUST AND SOCIAL DESIRABILITY ON @*%%"!! %"!( 8" $ &)"#&' 8 #% #%& 57H& # >& "11 !& FACEBOOK ")& '&>&)$1&' 7* - $!H" *57$ :* "!' &)2 $ 1" $! ")& '&>&)$1&' 7* ; #&! &22- %& ")& %"' " 1 >")5& $2 -,F 8%&! $ &)"#&' 8 #% &)2 $ 1" $!- %& 1"#%* @ 0 ; 66 57 ")& %"' "! ")1%" $2 -EFE $ &)"#&' 8 #% 57H& # >& "11 !& 75# #%& ))&> "# !( 522& !( 57 ")& &1$ #&' "! "1)%" $2 -,.- % #5'* &?" !&' #%& &22& # $2 " " &7$$: 1 $2 )& $8!& R "## " # >&!& "!' " &7$$: 2 &!' R "## " # >&!& $! #%& POSTER 49 1& & >&' $ ") '& "7 ) #* "!' # 5 #8$ #% !& $2 #%& 1 $2 )& $8!& - !'& ( "'5"#& 8& & "!'$ )* " (!&' #$ > &8 $ : CAN SELF-EXPANSION MAKE A BORING JOB BETTER? 1 $2 )& - & 5)# !' "#&' #%"# >& * "## " # >& "!' $'& "#&)* "## " # >& 1 $2 )& $8!& 8& & 1& & >&' " $ & $ "))* 6 6- ;0 0 - '& "7)& #%"! 5!"## " # >& 1 $2 )& $8!& - ! "'' # $!0 #%& & 8" ;0 @- 6 6 " # &!' 2$ 5!"## " # >& 1 $2 )& $8!& #$ 7& 1& & >&' " $ & # 5 #8$ #%* #%"! >& * "## " # >& 1 $2 )& $8!& - "! &)2 ?1"! $! 6":& " $ !( @$7 &##& I "!'" 6- "! :0 ! 5(%& 0 P " * - &8"!'$8 : 0 @ - POSTER 46 6$! $5#% ! >& #*
SELF-SACRIFICING, EVEN TO DEATH: IS IT AN OPTION IN $ && 2 $ 1)&# !( " &)2&?1"!' !( #" : "! ":& " ALTRUISTIC ACTS? 7$ !(O 5!'"!& 8$ : &)"#&' #" : 7&##& 0 & &" %& "!'$ )* " (!&' Q, 5!'& ( "'5"#& #$ " * $7H& # " :&*0 1"1& ) 10 A 6 A 0 577& 7"!' " $ #%& $$ 5 !( %$1 # : &)2&?1"! $! ;0 A 0 ; ; 0 A 0 $!' # $! $ #%& %"!' !$! &)2&?1"! $! $!' # $!- ; ;0 A 0 @- 6;0 57 &C5&!#)*0 1" # 1"!# &!#& &' G ) !& $2 "!'$ %" " #& @ A - A !#$ " $ 15#& '$ 5 &!#- 1 &' #&'0 !' > '5") ! #%& &)2&?1"! $! $!' # $! 8& & $ & " 5 "#& "!' &!H$*&' #%& #& # $2 %$8 &) ( $! 1" # $ ") "!' 1 $ $ ") 7&%"> $ 7$ !( '"#" &!# * #" : $ & #%"! #%& $!# $) ( $51- &>&")&' !#& & # !( ! (%# !#$ !' > '5") 8%$ %$$ & #$ &)2 " 2 & ! $ '& #$ ">& #%& ) >& $2 $#%& - & 1$! & 2 $ " $' 2 &' >& $! $2 #%& $))&* 1" "' ( $$#0 .FQ !' "#&' POSTER 50 EL
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@ A 0 - A A POSTER 54 0 6 J GENDER PERCEPTIONS IN FAMILY LIFE: THE ROLE OF PARENTHOOD AND TOY COLOR $ !&" )* L, *&" 0 1 * %$)$( # &?" !&' !' > '5") ' 22& &! & ! '& $!") 1 $ " # !"# $! !'& $!- 6$ # @K - B 0 - B0 @- #5' & 2$ 5 $! 1& $!") #* >" "7)& 0 '& $! # "# !( #%"# 6 !'& $! " & ' >&! !$# #$ O ":& " #":&P "!' 7& 157) "))* A &>")5"#&'- ! #%& 1 & &!# #5'*0 8& 2$ 5 &' $! 8%"# !'& >& $ 1" &' #$ '& >& &1$ # #%"# #%&* 1$ & - 6$ &$>& 0 8& %& & #5' & &?" !&' (&!'& 1& &1# $! 7" &' $! #%& &?" !&' &)2 &1$ #&' O )5##& 0P 1$ & $! 0 "!' %$ & %&)' $! # "! # $! #$ 1" &!#%$$'0 $)$ 1 &2& &! & 0 "!' #$* 1 &2& &! & $ ' 5"'&' 7* !'& >& 2 $ " $ 5! #* " 1)& $2 $2 *$5!("'5)# "!' '')&"(&' 1" # 1"!# - #5'* 5# ) D&' )5##& O' $ ("! D&' "'5)# ! M EG.- #%& "' # $!") (") #" "! &? $)& ")&- #5' & E "!' L 5# ) D&' "(& $2 ' 22& &!#)* $)$ &' #$* - & 5)# !' "#&' #%"# POSTER 51 ")& " & $ & # "' # $!") ! #%& (&!'& 7&) &2 0 7)5& "!' > $)&# " & " 5) !& $)$ 0 "!' #%"# $)$ "!' #$* #*1& !2)5&! & ATTACHMENT TO GOD AS MODERATOR OF STEREOTYPE (&!'& 1& &1# $! - 6")& " & && !()* %&)' #$ # #& (&!'& THREAT ON WOMEN’S MATH PERFORMANCE $)& #%"! 2& ")& -
A 0 ;0 6 POSTER 55 6 0 @ A THIN IS IN: SOCIAL REJECTION INCREASES !&R "##" % &!# #$ $' 1 $> '& 1 * %$)$( ") "'>"!#"(& INTERNALIZATION OF A THIN SOCIETAL IDEAL '5 !( # & $2 # & 0 5 % " #%& #% &"# $2 $!2 !( " !&("# >& #& &$#*1& "7$5# $!&R ( $51- & #& #&' #%& $'& "# !( &22& # 6 0 6 ; $2 $' "##" % &!# #*)& $! 8$ &! #% &"#&!&' 7* #%& (&!'& ' 22& &! & #& &$#*1& ! "#% 1& 2$ "! &- A" # 1"!# $ 1)&#&' #%& ##" % &!# #$ $' !>&!#$ * "!' " "#% #& #- & &?" !&' 8%&#%& &H& # $! 2 $ )$ & $#%& &-(-0 2 &!' 0 & 5)# ' ' !$# 511$ # #%& %*1$#%& #%"# & 5 & "##" % &!# #$ 2" )*0 $ "!# 1" #!& !2)5&! & 1" # 1"!# R 1& &1# $! $2 $' "! 1 $#& # 8$ &! "(" ! # #%& !&("# >& #& &$#*1&- #%& 7$'*0 ! )5' !( 8%"# #%&* '& & #$ )$$: ) :& "!' 8%"# #%&* 7&) &>& $ &#* 8"!# #%& #$ )$$: ) :&- & 5)# &>&")&' #%"# POSTER 52 1" # 1"!# ! #%& &H& # $! > - $!# $) $!' # $! &1$ #&' #%"#
$ &#* 8"!#&' #%& #$ )$$: (! 2 "!#)* #% !!& - 5 % 2 !' !( March 14 Friday, SOCIAL SUPPORT AND SOCIAL NETWORKING: 5((& # #%"# &H& # $! %& (%#&! "8" &!& $2 " #% ! $ &#") ATTACHMENT STYLE PREDICTS SUPPORT SEEKING ON '&")0 8% % $5)' )&"' #$ #%& '&>&)$1 &!# $2 &"# !( ' $ '& - FACEBOOK POSTER 56 RED STATE, BLUE STATE: CAN WE TALK ABOUT & 5 &' " '" )* ' " * &#%$'$)$(* #$ &?1)$ & 8%&#%& GENDER? 1" # 1"!# 5 & " &7$$: " " 8"* #$ &&: $ ") $!!& # $! ! & 1$! & #$ '" )* !#& 1& $!") $!2) #- 65)# )&>&) "!")* & ; - 0 ; - 6 &>&")&' #%"# 8% )& & 5 &)* "##" %&' 1" # 1"!# ' ' !$# ' 22& ! 0 ; " &7$$: 5 & 2$))$8 !( $!2) #0 ">$ '"!#)* "##" %&' 1" # 1"!# 5 &' " &7$$: 2$ )$!(& 1& $' $2 # & $! '"* #%&* &1$ #&' A %" & #"7) %&' (5 '&) !& 2$ 5!'& ( "'5"#& 1 * %$)$(* $ & > - )& !#& 1& $!") $!2) #0 5((& # !( #%"# ">$ '"!# 1 $( " "!' 2$ 8$ : !( 8 #% >" $5 (&!'& - & &?" !&' "* 5 & " &7$$: " " )& !# "#& 2$ $2 $ ") $!!& # $!- #%& ) :&) %$$' #%"# #5'&!# 8$5)' &! $5!#& " (&!'& $5 & $! #%& " 15 0 7" &' $! #%& #"#& 1$) # ") )&"! !( - )5& #"#& POSTER 53 ! # #5# $! 8& & $ & ) :&)* #$ $22& " (&!'& $5 & #%"! &' #"#& ! # #5# $! - # &' #"#& ! # #5# $! # 8" $ & ) :&)* " MEDIA AND PEER INFLUENCE ON BODY SATISFACTION IN (&!'& $5 & 8$5)' !$# 7& $22& &' #%"! 7& $22& &'- A$) # ") COLLEGE MEN '&$)$(* !2)5&! & 8%&#%& A (5 '&) !& " & &#-
@ ; 6 POSTER 57
6&' " #& " * !#& >&!# $! " & !$# " &22& # >& ! ")& " ! LEVEL OF COMPASSION IN UNDERGRADUATE MAJORS 2& ")& - % "* 7& 7& "5 & ")& '$ !$# 5 & &' " 2 (5 & 2$ " #"!'" ' $2 "## " # >&!& " &?#&! >&)* " 2& ")& '$- ! @ 0 K 0 #%& 5 &!# #5'*0 $))&(& ")& 8& & "!'$ )* " (!&' #$ $!' # $! ! 8% % #%&* "( !&' #%& 7$'* $2 " 1&& 0 &)&7 #*0 $ EG
% #5'* $ 1" & #%& )&>&) $2 $ 1" $! #$8" ' $#%& ! 1& 2 "H$ - "#" %" 7&&! $))& #&' 2 $ "! 5!'& ( "'5"#& POSTER 61 5! >& #* 1$15)"# $!- L+, #5'&!# 8& & ( >&! #%& $ 1" $! $2 $#%& ) >& ")&- & 5)# !' "#&' 2& ")& %"> !( % (%& DIFFERENT CULTURES, DIFFERENT EMOTION $ 1" $! $ 1" &' #$ ")& - 6"H$ 8%$ 8& & $ & ) :&)* #$ EXPRESSION? !#& " # 8 #% $#%& %">& % (%& $ 1" $! )&>&) - %& ")& $ 1" $! $2 $#%& ) >& ")& 8" 2$5!' #$ 7& >") ' "!' 6 ; 0 0 &) "7)& ")&- A - 0 0 A - POSTER 58 0 @ SELF-EFFICACY AND PERFECTIONIST DISSATISFACTION BUT NOT SELF-ESTEEM PREDICT COLLEGE ADJUSTMENT $ '&#& !& 8%&#%& #%& & 8& & ' 22& &! & 8 #% ! !&("# >& & $# $! " $ 5)#5 & 7&&! & " "!' % !"0 8& 6A; ;- 0 6 - A 0 ;0 $ 1" &' " !&("# >& &>&!# 8 #% " !&5# ") &>&!# M %&" #7 &": ; 0 A 0 &?1& &! & 8 #% 1" ## & H$7 &?1& &! &- & %*1$#%& D&' #%"# ; & "! 8$5)' %$8 $ & $#%& #" (&#&' & $# $!0 "!' % !& & 8$5)' %$8 $ & &)2#" (&#&' & $# $!- $))& # !( #% #* & &?" !&' &)2& #&& 0 &)2&22 " *0 "!' 1& 2& # $! # 8 ##&! 7)$( &!# & 2 $ &" % &?1& &! & "!' &" % $5!# *0 8& ' "# 2" # $! " 1 &' #$ $2 2$5 #*1& $2 $))&(& "'H5 # &!# ! ' $>& &' #%"# '5 !( %&" #7 &":0 & "! 2&)# $ & "!(& GE 5!'& ( "'5"#& - A" # "))* 511$ # !( %*1$#%& $!&0 "!' "'0 8%& &" % !& & 2&)# $ & "!? &#*- &)2&22 " * "!' !$# &)2& #&& 1 &' #&' " "'& "'H5 # &!# "!' ! # #5# $!") "##" % &!#0 75# !& #%& $ ") "'H5 # &!# !$ POSTER 62 1& $!")& $# $!") "'H5 # &!#- A" # "))* 511$ # !( %*1$#%& #8$0 &)2&22 " * "!' 1& 2& # $! # ' "# 2" # $! 1 &' #&' PROCRASTINATORS: GENDER COMPARISONS OF " "'& "!' 1& $!")& $# $!") "'H5 # &!#0 75# !& #%& $ ") PEOPLE/THING ORIENTATIONS, AND CLUTTER "'H5 # &!# !$ ! # #5# $!") "##" % &!#- %& & & 5)# 1&": #$ #%& !&&' 2$ ' 22& &!# ") !#& >&!# $! 2$ #%& 2$5 #*1& $2 $))&(& @ 0 A 0 "'H5 # &!#- 6 J 0 @ A - A POSTER 59 % $! 1 $ " # !"#$ %">& "22& # >&0 7&%"> $ ") "!' $(! # >& SMARTPHONES: FULFILLING THE NEED FOR IMMEDIACY '&2 # 0 8% % )&"' #$ " ")"'"1# >& ) 2& #*)& $2 !#&!# $!"))* IN EVERYDAY LIFE, BUT AT WHAT COST? '&)"* !( #%& #" # $ $ 1)&# $! $2 #" : - & &" % $2#&! 2$ 5 &' $! 1& $!") #* >" "7)& N #%& 1 & &!# #5'* &?" !&' #%& - K0 6 @- 0 @- &)"# $! % 1 7&&! 1& $!") #* "!' 1$ & $! " $!( 6 1 $ " # !"#$ - #5'&!# "!' "'5)# 8 #% )5##& ' $ ("! D"# $! $ 1)&#&' &" 5 & $! 1 $ " # !"# $!0 1$ & $! O )5##& 0 "!' " #1%$!& 25)2 )) #%& '& "!' 2$ &' "#& " & #$ $ ") 8%&#%& #%&* " & $ & 1&$1)& $ Q#% !(R $ &!#"#&'- & 5)# 8$ )' - & $!'5 #&' 2$ 5 ( $51 $2 $))&(& #5'&!# #$ $ 1" &' " 1)& "!' 1 $ " # !"# $! #&!'&! & - 1) "# $! &?1)$ & #%& 1& &1# $! "!' "## #5'& &(" ' !( 5 & "!' " & ' 5 &'- "75 & $2 " #1%$!& #& %!$)$(*- >& "))0 & 1$!'&!# 7&) &>&' $ & !&("# >& #%"! 1$ # >& &? # "!' #%& 1$8& 25) POSTER 63 1$ # >& $2 O7& !( ! #%& )$$1P :&&1 #%& O"##" %&'P #$ #%& '&> & - & ' 5 #%& #%&$ &# ") "!' 1 " # ") 1) "# $! $2 CORRESPONDENCE BIAS: CONSISTENT FINDINGS " #1%$!& #& %!$)$(* ! "'' & !( $ &#*R &' " * ACROSS CONTEMPORARY TOPICS '& "!' 0 "!' #%& $ # " $ "#&' 8 #% #- - ; POSTER 60 A 0 60 ; 0 A “HEADS UP”: A CORRELATIONAL ANALYSIS BETWEEN HEAD TILT AND AGGRESSION & &?" !&' $ & 1$!'&! & 7 " 5 !( $!#& 1$ " * #$1 - A" # 1"!# &"' "! & "* $! )&(") D"# $! $2 " H5"!"0 &' " B ; 0 A 2$ 5 $! ' 5( 0 $ 1& >&!& $2 2& ")& &?5") #*- & "! 15)"#&' 8%&#%& #%& & "* 8 #& 8" " (!&' " 1$ # $! $ %"' " %$ &- & 5)# !' "#&' #%"# 1" # 1"!# ' &(" '&' #%& ! #%& 1 & &!# #5'* 8& &?1)$ & 8%&#%& %&"' # )#0 " !$!>& 7") %$ & "!' " 5 &' 8 #& R & 1$! & 8& & !' "# >& $2 #%& ' 1)"* $2 '$ !"! &0 &)"#&' #$ "(( & >& 7&%"> $ - "## #5'& - % & &" % 1 $> '& " &1) "# $! $2 #%& )" #5'* A" # 1"!# $ 1)&#&' &" 5 & $2 %&"' # )# 2 &C5&! *0 # " # 7* @$!& "!' " .FQ0 '& $! # "# !( $ & 1$!'&! & 7 " %$ # ) #*0 "!' &" # >& "!' 1 $" # >& "(( & >& 7&%"> $ - " $ $!#& 1$ " * #$1 - $ &)"# $! %$8&' #%"# %&"' # )# '$8! 8" 1$ # >&)* $ &)"#&' 8 #% %$ # ) #* "!' "(( & $!- 5 #%& 0 #% &)"# $! 8" POSTER 64 $'& "#&' 7* # " # %$ # ) #*- & 5)# " & ' 5 &' ! #& $2 "(( & $! "!' & 7$' &!# #%&$ *- INTERRUPTING VIOLENCE: TESTING THE SHORT-TERM E+
EFFECTS OF A RE-APPRAISAL FOCUSED 0@6 - AA AGGRESSION-REDUCING INTERVENTION %& 1 & &!# #5'* &?" !& " ") ' 22& &! & ! #%& ! ")) "#& $2 $!) !& & $ # "'>& # & &!# - ! >" "#& "!")* &>&") #%"# 6- 0 A ! ")) "#& (! 2 "!#)* ' 22& 7" &' $! " &- %& $'& "# !( &22& # $2 " & 8 #% $#%& "'>& # &' 2" #$ $! ! ")) "#& 8& & ") $ !>& # ("#&'- 5 $! 2$ 5 & $! 1 &H5' & "!' & #& #&' #%& %$ ##& &22& # >&!& $2 " &"11 " ") 2$ 5 &' $ $& $!$ 2" #$ " 1$ 7)& &?1)"!"# $! - !#& >&!# $! " &' "# &'5 !( %$ # )& "## 75# $! - %& !#& >&!# $! 2$ 5 &' $! %$8 #$ 5 & &"11 " ") 1 $ & & #$ 7& POSTER 68 )& "(( & >&- & 5)# %$8&' #%"# 1" # 1"!# 8%$ & & >&' #%& !#& >&!# $! %"' " '& &" & ! "!(& "!' "! ! &" & ! EXPERIENCES OF VICTIMIZATION AMONG COLLEGE &"11 " ") # & 2 $ 7" &) !& #$ 1$ # !#& >&!# $!- '' # $!"))*0 STUDENTS: AN EXAMINATION OF ACADEMIC OUTCOMES "!(& 8" )$8& "!' # & #$ &"11 " & 8" % (%& 2$ !#& >&!# $!0 $ 1" &' #$ $!# $)0 1" # 1"!# - @ 6 6 0 @ 6- 6 0 - 0 - 0 ; 6- POSTER 65 0 6 6- 6 0 - 0 ;- 6A GENDER DIFFERENCES IN COPING WITH INCIVILITY: SUPPORT SEEKING, RETALIATION, AND AVOIDANCE % )& &?5") " "5)#0 1" #!& "75 &0 "!' #"): !( " & "H$ 1 $7)& $! $))&(& " 15 & 0 ) ##)& & &" % %" 7&&! 6 0 6 0 60 A $!'5 #&' $! " "'& $! &C5&! & $2 > # D"# $!- %& 6 0 6 6 0 @ ; 15 1$ & $2 #% #5'* 8" #$ &" 5 & #%& &)"# $! % 1 7&&! " "'& $5# $ & "!' > # D"# $! " $!( $))&(& #5'&!# - "'& $5# $ & 8& & &" 5 &' 8 #% 57 ")& $2 #%& $ :1)" & ! > ) #* M -&-0 57#)* 5'& 7&%"> $ M %" 8$ :& $))&(& A& #&! & K5& # $!!" & "'& 22 " *0 "!' $ ("! D"# $! - & &?1)$ &' (&!'& ' 22& &! & ! $1 !( $))&( "#& # & 0 ! # #5# $!") $ # &!#0 "!' %$)" # 8 #% 5! > ) 8$ :1)" & " # - #& # &>&")&' !$ (&!'& $! &!# $5 !& - % && $2 #%& 2$5 #*1& $2 > # D"# $! ' 22& &! & ! #%& &!'$ & &!# $2 "!* $1 !( # "#&(*- & ") $ %$8&' (! 2 "!# ' 22& &! & $! " "'& $5# $ & - "! #8$ 1 ! 1") $ 1$!&!# "!")* & M $!& 8 #% " & &? &!" $ "!' $!& 8 #% $11$ #& &? &!" $ - %& & 5)# POSTER 69 5((& # #%"# 511$ # &&: !( "!' &#") "# $! "* #":& ' 22& &!# 2$ '&1&!' !( $2 #%& (&!'& $ 1$ # $! $2 #%& " #$ #" (&# SEX RATIO AND COLLEGE STUDENT’S PERCEPTIONS OF '*"'- THEIR FUTURES
POSTER 66 6 6 Friday, March 14 Friday, ONLINE ESCORT ADVERTISEMENTS: BISEXUALITY AND %& #%&$ * $2 &? "# $ " (5& #%"# 7$#% 7&%"> $ !2)5&! &' 7* THE PRICE OF SEXUAL ENCOUNTERS #%& " #* $2 $!& &? ! #%& 1$15)"# $! ;&! :0 $)' #& ! P ">& 0 E,E- $ ' !()*0 #%& 5 &!# & &" % $ 1" &' A 0 AA 5!'& ( "'5"#& $))&(& #5'&!# R M++ &)"# $! % 1 0 0 6 &'5 "# $!0 "!' " && %$ & ! "! &!> $! &!# 8 #% " " #* 0 6; 0@6 - $2 &!- & 5)# 8& & $! #"!# 8 #% #%& %*1$#%& #%"# 8$ &! AA ! 5 % "!' &!> $!&!# 2$ 5 &' $ & $! #%& &'5 "# $! "!' " && " $11$ &' #$ &)"# $! % 1 - %& 1 & &!# 8$ : &?1)$ & " 57( $51 $2 2& ")& &? 8$ :& 8%$ "'>& # & #%& &)>& " 7 &?5") #% $5(% "! $!) !& & $ # POSTER 70 8&7 #& "!' " & &' %$8 #%& "'>& # & &!# 7&%"> $ &)"#&' #$ #%& "'>& # &' &?5") $ &!#"# $!- 6$'& "# !( &22& # $2 UNDERSTANDING WELL-BEING IN ADOLESCENT "'>& # &' &?5") $ &!#"# $! 8& & 2$5!' ! &( & $! "!")* & FEMALES: A NESTED MODEL APPROACH 7&&! $#%& "'>& # & &!# 2" #$ "!' "#& %" (&'- !"#& "!")* 511$ #&' #%& "# $!")& #%"# & $ # @ - 60 K @6 6 "'>& # & &!# 2" #$ $5)' 1 &' # ( $51 & 7& % 1 8 #% " 5 " * #%"# 5 1" &' %"! &- #"# $! "!' 25#5 & & &" % 1& 1& # >& " & ' 5 &'- )#%$5(% 8&))7& !( %" 7&&! " &!# ") #$1 ! (&!& ") "!' 1$ # >& 1 * %$)$(*0 5 &!#)* $!)* &)2 &1$ # &" 5 & $2 #%& POSTER 67 $! # 5 # &? #- % 1$ #& $5#) !& #%& & #&' 6$'&) 6 $2 8&))7& !(0 8% % ( $5!'&' ! " 5! 2 &' #%&$ * $2 1 * %$)$(* RACIAL DIFFERENCES IN ONLINE ESCORT "!' "1 #%& $! # 5 # !#$ 2$5 '$ " ! - %& 6 "11) &' #$ ADVERTISEMENTS 5!'& #"!' !( "!' " & !( 8&))7& !( ! "'$)& &!# 2& ")& 5 !( " ) ! ") !#& > &8- 1) "# $! 2$ 25#5 & & &" % "!' 0 A 0 6; 1 " # & ! 7$#% ) ! ") "!' %$$) &## !( " & ' 5 &'- AA 0 6 0 POSTER 71 EF
GREATER SENSE OF BELONGING ENHANCES WELL-BEING IN A FRESHMAN COLLEGE STUDENT A" # 1"!# &"' " > (!&##& "7$5# " #5'&!# "5(%# 8 #% " O %&"# POPULATION %&&#P- A" # 1"!# &"' "7$5# $!& $2 2$5 )&>&) $2 15! % &!# 7* #%& 1 $2& $ &>& &0 $'& "#&)* &>& &0 $'& "#&)* )&! &!#0 0 @- ; $ )&! &!# "!' 57 &C5&!#)* "'& H5'( &!# "7$5# #%& %&"#& - %& & 5)# !' "#&' #%"# 1" # 1"!# !#& 1 &#&' #%& %&"#& R " # $! 7" &' $! #%& %" %!& O2" !& $2 #%& 57 &C5&!# %$ # 7 # " # 15! % &!#- A" # 1"!# !2& &' #%"# $ & &>& & 15! % &!# &! & $2 7&)$!( !( " $ "#&' 1$ # >&)* 8 #% $ ") 1) &' ( &"#& 8 $!('$ !( 7* #%& %&"#& - 25! # $! !(0 $ #") #* "#& 0 "!' " "'& $5# $ & - %& 1 & &!# #5'* &?" !&' #%& &?#&!# #$ 8% % &! & $2 7&)$!( !( POSTER 75 "# 5! >& #* 8" &)"#&' #$ 1 * %$)$( ") "!' 1%* ") 8&))7& !( ! $))&(& 2 & % &!- &"#& &! & $2 7&)$!( !( "# 5! >& #* THE EFFECTS OF RACIAL COMEDY ON INTERGROUP 8" " $ "#&' 8 #% )$8& )&>&) $2 '&1 & $!0 #"#&O# " # ANXIETY AND ETHNIC IDENTITY "!? &#*0 "!' !#& ( $51 "!? &#*- &! & $2 7&)$!( !( ") $ $ &)"#&' 8 #% 7&##& (&!& ") 1%* ") %&")#%- 1$ #"!# @ 0 A 0 6 1) "# $! "!' 1$ 7)& 25#5 & & &" % 8& & ' 5 &'- 6 0 0 6 POSTER 72 %& 5 &!# #5'* &?" !&' #%& &22& # $2 " ") $ &'* "!' THE INFLUENCE OF PERSONALITY TRAITS ON &#%! '&!# #* $! !#& ( $51 "!? &#*- % #& 1" # 1"!# > &8&' DISTINGUISHING EMOTIONS THROUGH FACIAL " ") $ &'* ) 1 '&1 # !( % #& $ )" : $ &' "! ": !( PERCEPTION H$:& "7$5# % #& $ )" : 1&$1)&- A" # 1"!# 8 #% % (% &#%! '&!# #* &1$ #&' $ & "!? &#* "2#& > &8 !( )" : $ &' "! 0 A A ": !( 25! $2 % #& - * $!# " #0 1" # 1"!# 8 #% )$8 &#%! '&!# #* &1$ #&' #%& % (%& # )&>&) $2 !#& ( $51 "!? &#* "2#& %& 15 1$ & $2 #% #5'* #$ !>& # ("#& #%& &)"# $! % 1 &?1$ 5 & #$ % #& $ &' "! ": !( 25! $2 % #& - 7&&! !# "1& $!") '&1&!'&! * "!' ' ! %&' $ ") & 1"#% %" " #& # #%"# "* & 5)# ! "! !' > '5")R !"7 ) #* Friday, March 14, 2014 #$ 1& & >& "!' &>")5"#& & $# $! " 5 "#&)*- # %" 7&&! 9:00am-10:20am 1 &> $5 )* 2$5!' #%"# !' > '5") 8 #% &?# & & '&1&!'&! * $ "!# $ ") 1& $!") # & %">& ' 22 5)#* 1& & > !( $ & 75# !$# ")) V2&" 0 ' (5 # 75# !$# %"11 !& W & $# $!") &?1 & $! $! Paper Berkeley $#%& - %& 1 & &!# #5'* )$$: "# 8 #% 1$#&!# ") )' CLINICAL PAPERS: HYPERMASCULINITY AND '&1&!'&! * "!' & 1"#%* ' 22 5)# & "!' &?" !& %$8 "! PERCEPTION OF PEER MUSCULARITY !' > '5")R )&>&) $2 &)2 !>$)>& &!# "!' & 1"#%* 2$ $#%& Friday, March 14, 2014 "22& # !' > '5")R "7 ) #* #$ 1& & >& 57#)& & $# $!") 9:00am-10:20am &?1 & $! - % & &" % ' 5 & #%& &?#&!# #$ 8% % 1& $!") #* 2" #$ "* 1 &' # 1& &1#5") "!' !#& 1& $!") ' 22 5)# & - 66
POSTER 73 9:00am - 9:15am
WEIGHT BIAS AS A RESULT OF PATHOGEN AVOIDANCE MUSCLE DYSMORPHIA AND THE PERCEPTION OF PEER MUSCULARITY NORMS IN COLLEGE MEN 6 0 6 0 6 6 0 ; 66
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DEVELOPMENTAL INVITED KEYNOTE ADDRESS: B. J. TUG-OF-WAR ON A TIGHTROPE: APPLYING PSYCHOLOGY CASEY AS AN EXPERT WITNESS Friday, March 14, 2014 9:00am-10:20am 6 66
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9:00am-9:30am - 6 A March 14 Friday,
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@ Presentations
% !2$ ")0 %")2%$5 & $! '& (!&' #$ %&)1 2 ## & What is the field of psychology doing to meet the needs of $!2& &! & "##&!'&& (&# #%& $ # $5# $2 #% $!2& &! &0 men and our understanding of them? 2&"#5 !( # 1 2$ %$$ !( & $! "!' !$ : !( "# A- %& 7* $'' - $##$ 0 6-- &A"5) ! >& #* & $! 8 )) 7& )&' 7* @" $! $5!(0 $ "#& A $2& $ "# 5!#& $))&(&- - $5!( A" # A & '&!# $2 A % E,EL What assumptions about boys and men are evident in "!' " &))$8 $2 #%& & "! A * %$)$( ") $ "# $!- )) " & contemporary academic book reviews on male psychology? 8&) $ & #$ "##&!'- 7* &!! $58 0 A%- - 1 !(2 &)' $))&(&
Friday, March 14, 2014 What are academic institutions doing to prepare students 10:30am-11:50am and the public for a better understanding of men’s issues? 7* 6 )& $#%0 A%- - "(!& $))&(& L,
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Friday, March 14, 2014 Presentations 10:30am-11:50am Friday, March 14, 2014 Symposium Thoreau 10:30am-11:50am INVITED SYMPOSIUM: THE APA GUIDELINES FOR THE Invited Speaker Terrace UNDERGRADUATE PSYCHOLOGY MAJOR 2.0 Friday, March 14, 2014 NEUROSCIENCE INVITED KEYNOTE ADDRESS: EARL 10:30am-11:50am MILLER Friday, March 14, 2014 10:30am-11:50am - 6
; 6 PROMOTING HIGH QUALITY EDUCATION: THE APA GUIDELINES FOR THE UNDERGRADUATE PSYCHOLOGY MAJOR 2.0 COGNITION IS RHYTHMIC
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Presentations Friday, March 14, 2014 10:30am-11:50am Updating the Guidelines for Undergraduate Education: Why Now? 7* "!" - 5!!0 6$ "> "! $))&(& Symposium Berkeley CLINICAL INVITED SYMPOSIUM: EFFECTS OF PROTON A Brief Guide to the Guidelines 2.0 RADIATION FOR BRAIN TUMORS 7* @"!& - ")$!&!0 ! >& #* $2 & # )$ '" Friday, March 14, 2014 10:30am-11:50am Using the Updated Guidelines to Improve Psychology Education. 7* 5D"!!& - ":& 0 @" & 6"' $! ! >& #* @- ; ;
Friday, March 14, 2014 CLINICAL INVITED SYMPOSIUM: NEUROCOGNITIVE 10:30am-11:50am EFFECTS OF PROTON RADIATION FOR BRAIN TUMORS: A DEVELOPMENTAL PERSPECTIVE FROM PEDIATRICS TO Symposium Statler ADULTHOOD
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"!' $! '& #%& ' 22& &!# ") &22& # $2 #% # &"# &!# $! #%& # 8" 1 $1$ &' #%"# #%& 8" #% ' &! $! $2 #%& #& &$#*1& '&>&)$1 !( "!' "#5 & 7 " !- $!#&!# 6$'&) 6 ) !:&' #$ #%& >")&! & $2 & $# $! #%"# #& &$#*1& &>$:&0 8%& &" #%& $ 1&#&! & ' &! $! $2 #%& Presentations 6 ) !:&' #$ #%& !#&! #* $2 & $# $! #%"# #& &$#*1& &>$:&- # 8" ") $ &?1& #&' #%"# #%& "11 " ") $2 $# >"# $!") Understanding the basics of radiation therapy for treatment $!( 5&! & 8$5)' 1 &' # #%& >")&! & $2 & $# $!0 8%& &" of brain tumors: Proton radiation therapy vs. conventional $# >"# $!") &)&>"! & 8$5)' 1 &' # #%& !#&! #* $2 & $# $! (photon) radiation &>$:&'- & 2$5!' (! 2 "!# 511$ # 2$ #%& & %*1$#%& & - 7* &)&! % %0 6" " %5 &## &!& ") $ 1 #") 11:10am - 11:25am Neurocognitive effects of proton radiation in children with brain tumors THE EFFECTS OF STEREOTYPE THREAT, EXAMINER 7* 6" (" &# A5) 2& 0 6" " %5 &## &!& ") $ 1 #") GENDER, AND PERSONALITY ON VERBAL FLUENCY PERFORMANCE Neurocognitive effects of proton radiation therapy in adults with Low Grade Glioma 6 ; 0 ;66 6- 7* @"!&# %& "! "!' 6$))* $)> !0 6" " %5 &## &!& ") AA 0 A 0 $ 1 #") 66
A comparison of the effects of proton radiation therapy in %& 15 1$ & $2 #% #5'* 8" #$ &?" !& %$8 #%& &?1& &!#") children and adults "! 15)"# $! $2 #& &$#*1& #% &"# ' 22& &!# "))* 1" # $(! # >& 7* 6" (" &# A5) 2& 0 6$))* $)> ! "!' @"!&# %& "!0 1& 2$ "! & " $!( (&!'& - !'& ( "'5"#& #5'&!# 8& & 6" " %5 &## &!& ") $ 1 #") " :&' #$ $ 1)&#& &>& ") >& 7") 2)5&! * #" : - #& &$#*1& #% &"# $!' # $! "!' &?" !& (&!'& 8& & 2$5!' #$ 7& " $ "#&' Friday, March 14, 2014 8 #% 1& 2$ "! & "!' #%"# #% " $ "# $! "11&" #$ 7& # $!(& " $!( !' > '5") 8%$ %">& )$8 # " # $ & $! 10:30am-11:50am $1&!!& #$ &?1& &! &- % & &" % $!# 75#& #$ $5 5!'& #"!' !( $2 %$8 ") &!# &!> $! &!#") #% &"# 1" # Paper $(! # >& 1& 2$ "! &- SOCIAL PAPERS: STEREOTYPES, PREJUDICE, AND DISCRIMINATION 11:30am - 11:45am Friday, March 14, 2014 10:30am-11:50am AN EVOLUTIONARY-THEORY BASED SCALE OF STIGMA: DEVELOPMENT, VALIDATION, AND USAGE
6 @- A 0 - 6
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STEREOTYPES AND APPRAISAL THEORY: PRIMARY 66 APPRAISAL PREDICTS EMOTION EVOKED BY STEREOTYPE CONTENT 10:30am - 10:45am @ - MATERNAL REGULATION OF INFANT BRAIN STATE LE
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10:50am - 11:05am ; A NEW LOOK AT SOCIAL INFLUENCES ON EXECUTIVE FUNCTION IN EARLY CHILDHOOD POSTER 1 A @- 60 - 6A REDUCING ANXIETY AND INCREASING SOCIAL SKILLS IN CHILDREN WITH ASPERGER’S THROUGH ROLE-PLAYING
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CHILDHOOD MALTREATMENT, ETHNO-CULTURAL POSTER 2 EMPATHY, AND MORAL REASONING VIDEO GAME THERAPY?: A SYSTEMATIC REVIEW OF ;0 ; 6 6 STUDIES UTILIZING SERIOUS GAMES 0 @ 0 A @ ;0 60 #%!$ 5)#5 ") & 1"#%* "11&" &!# ") #$ $ ") ' &!("(& &!# "!' $ ") &!("(& &!# 1 $ & & !>$)>&' ! $ ") &" $! !( & $5 (" & " & ! &" !()* 7& !( 5 &' " " 511)& &!# #$ "!' 7&%"> $ - ! #% #5'*0 8& &?1)$ &' " $ "# $! " $!( # "' # $!") $5! &) !( "!' &' ") # "#&( & ! "'' & !( % )'%$$' ")# &"# &!#0 &#%!$ 5)#5 ") & 1"#%*0 $ ") 7&%"> $ ") %&")#% 5& - % #5'* 8" 1" # $2 " )" (& ' &!("(& &!#0 "!' " # > ! " " 1)& $2 GL. 1" # 1"!# - * #& "# &> &8 $2 #%& ) #& "#5 & $! & $5 (" & - # 8" 2$5!' #%!$ 5)#5 ") & 1"#%* 8" !&("# >&)* " $ "#&' 8 #% $ ") #%"# & $5 (" & " & " 1$#&!# "))* 5 &25) # "#&(* #$ "'' & " ' &!("(& &!#0 % (%& " $!( " # > # 0 "!' !&("# >&)* 8 '& >" &#* $2 %&")#% 1 $7)& "!' "(& ( $51 - $ &)"#&' 8 #% 1"#& !") 1%* ") % )' ")# &"# &!# 75# 1$ # >&)* $ &)"#&' 8 #% 1" &!#") !&($# "# $! # "#&( & - POSTER 3
11:30am - 11:45am DISSOCIATION AND AVOIDANT COPING AS SEQUELAE OF SEXUAL AND INTERPERSONAL VIOLENCE HOVERING OR GROUNDED?: EXPLORING HELICOPTER PARENTING AS A VALID CONSTRUCT 0 6 6- 0 0 0 B K B0 ; 6 6A % 5 &!# #5'* &?1)$ &' %$8 # "5 " &?1$ 5 &0 & #%& &?5") $ !#& 1& $!")0 $'& "#& #%& 1" # $2 ">$ '"!# $1 !( $! ' $ "# $! ! " 5)# 5)#5 ")0 *$5!( "'5)# " 1)&- $ "# $! &! "# $!") # " "!* $2 #%& &' " " $5!# $2 %&) $1#& )&>&) 8& & 2$5!' #$ 7& (! 2 "!#)* % (%& ! #%& &?5") "!' 1" &!# !( "* 7&0 #%& ) #& "#5 & &?1)$ !( #% $! # 5 # "!' # LL
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$! 1& 2& # $! # #% !: !( "!' &"# !( ' #5 7"! & " $!( &! March 14 Friday, "!' ! #%"# " &0 $!)* $! 75) 7&%"> $ - & 1$! & #$ 1&& 5 & %">& 7&&! %$8! #$ "22& # &)"# $! % 1 "!' '&1 & $! %" 7) &# ")-0 E,EN %" 7) POSTER 9 &# ")-0 E,L- $ 1 $>& #" (&#&' &)"# $! % 1 0 5!'& ( "'5"#& 8& & "!'$ )* " (!&' #$ " &5'&!2 &5'& !%"! & &!# PREDICTORS OF DEPRESSION IN YOUNG ADULTS IN THE " ! !( $ "! # >& #&! !( $!# $) $!' # $!- %& ORTHODOX JEWISH COMMUNITY ( $51 $ &' % (%& $! #%& A "!' &1$ #&' $ & 1$ # >& $$' "# #%& &!' $2 #%& #8$ 8&&: 1& $' #%"! #%& ( $510 B ; 511$ # !( #%& &22 " * $2 - A 0 0 ; 6 0 0 POSTER 6 ; A 0 COMBINING TEST SCORES: CAN PRACTITIONERS DO BETTER? " )* 25! # $! !( &)"#&' #$ '&1 & $!- %& 1 & &!# #5'* &?" !&' &)2 &1$ # 2 $ *$5!( "'5)# 2 $ #%$'$? 0 6 @&8 % $ 5! # & 0 8% % &" 5 &' 2" )* 25! # $! !( " )* ; 5! # $! !( K5& # $!!" &N K "!' 1 * %$ $ ") 2" #$ 5 % " 0 '&1 & $! &!#& $2 1 '& $)$( ") #5' & &1 & $! )#%$5(% #%& $!#&?# $ 15 1$ & "* >" *0 #%& 5 & $2 5)# 1)& ")&N - &( & $! "!")* & 8& & $!'5 #&' #$ &?" !& $5 & $2 '"#" $ $! #$ #%& 1 " # & $2 1 * %$)$( ") %$8 2" )* 25! # $! !( 1" # #%& 1 & &! & "!' &>& #* $2 " & &!#- $8&>& 0 #%& # "#&( & 5 &' 2$ $ 7 ! !( '"#" '&1 & $!- & 5)# !' "#&' #%"# 8$ & 2" )* 25! # $! !( " $ $5 & $2#&! ' >& (& 2 $ #%& & &" % 5 &' #$ '&!# 2* 1 &' #&' ! &" &' '&1 & >& * 1#$ %M-LL0 1R-,, ! "! #%$ & $5 & - % 1 & &!#"# $! 5 " D& & 5)# 2 $ #8$ #%$'$? @&8 % " 1)&- #5' & &?" ! !( #%& 1 &' # >& 1$8& $2 &>& ") ")#& !"# >& # "#&( & 2$ $ 7 ! !( #& # '"#" ! ) ! ") &## !( - %& POSTER 10 1) "# $! 2$ 5 !( #%& & # "#&( & ! ) ! ") 1 " # & " & ' 5 &'- THE EFFECTS OF EATING ATTITUDES AND BEHAVIORS ON LG
NUTRITIONAL INTAKE AND ACTIVITY LEVEL %*1$#%& D&' #%"# ) ##)& %"' 7&&! '$!&- #5' & 8 #% $ #& " & ! #%& # #)& 8& & '&!# 2 &' #% $5(% " A * &" % "!' 6 0 )" 2 &' 7* *&" $2 157) "# $! "!' & &" % 2$ 5 - & 5)# @ !' "#&' #%"# ) ##)& 8$ : 8" '$!& 1 $ #$ ./,0 75# #%"# E #%& *&" E,,, " :&' "! &?1$!&!# ") ! &" & ! #%& &!# 2 %& 5 &!# #5'* &?" !&' #%& &22& # #%"# &"# !( "## #5'& "!' #5'* $2 2$ #& " &- 7&%"> $ %">& $! !5# # $!") !#":&- A" # 1"!# $ 1)&#&' #%& "# !( $ '& !>&!#$ *0 #%& "# !( "7 # K5& # $!!" &0 "!' POSTER 14 #%& "# !( ## #5'& & # "!' & $ '&' !5# # $!") !#":& "!' &?& & 2$ #% && '"* - & 5)# %$8&' #%"# 1" # 1"!# 8 #% #%& THE RELATIONSHIP OF INDIVIDUAL THERAPY AND $ # ' $ '& &' &"# !( %"' (! 2 "!#)* % (%& $ & "!' DEPRESSIVE SYMPTOMS AMONG HOMELESS MEN )$8& !5# # $!") !#":&0 "!' #%"# 2& ")& %">& (! 2 "!#)* $ & ' $ '& &' &"# !( 1"##& ! #%"! &!- 6 6 @ 0 - 6 0 6 6 A AA POSTER 11 %& &)"# $! % 1 $2 !' > '5") #%& "1* #$ '&1 & >& * 1#$ DEATH AND SPORTS: NEGLECTED COMPONENTS OF " $!( / %$ &)& &! ! & '&!# ") 57 #"! & "75 & CONTEMPORARY MEASURES OF NOSTALGIA # &"# &!# 8" &?" !&'- $ & 8& & $))& #&' "# !#":& "!' 2$))$8 !( ? & $! $2 1 * %$#%& "1*- 1 &' #&'0 - ; 0 - 0 ; - $ & 8& & (! 2 "!#)* )$8& "# &#& # "!' #%& &" 5 & %$8&' ; P 6- A &? &))&!# &) "7 ) #*- 6&! 8 #% 1 " * $$' $ 1)" !# %"' (! 2 "!#)* % (%& $ & "# !#":& #%"! &! 8 #% $#%& Q 1" # 1"!# $ 1)&#&' %& $ #")( " !>&!#$ * 0 " 1 " * $ 1)" !# 0 8% % 511$ #&' #%& #& #R >") ' #*- #%& $!#& 1$ " * &" 5 & $2 !$ #")( " ! 8% % & 1$!'&!# "#& 2 !' !( "!' ) #"# $! " & ' 5 &'- %$8 5 % #%&* O P &" % $2 E, #& &-(-0 2" )*0 1&# 0 "!' 7 &2)* 8 $#& "7$5# O#%& $ # !$ #")( & $ *P ! "! POSTER 15 $1&!&!'&' 2$ "#- :& ##*1& & 1$! & $! #%& 8& & $ 1" &' #$ & 1$! & 2 $ " 1 &> $5 *&" "!' #$ PARENTAL MENTAL HEALTH AND COLLEGE STUDENT $1&!&!'&' & 1$! & #$ &?" !& #%& $! #&! * " $ SUCCESS " 1)& "!' %$8 8&)) #%& #& 8& & &1 & &!#"# >& $2 1" # 1"!# R !$ #")( & $ & - @ 6 0 B B; POSTER 12
!'& ( "'5"#& #5'&!# & 1$!'&' #$ " C5& # $!!" & #$ PROCESSING FEARFUL EXPRESSIONS AND FACE &?" !& 2 1" &!#") &!#") %&")#% "!' 1" &!# !( #*)& 8& & INVERSIONS IN HEALTHY SUBJECTS AND IN AUTISM &)"#&' #$ #5'&!# R " "'& "!' $ ") "'H5 # &!#0 &!#") %&")#%0 "!' &)2& #&& - &?1& #&'0 1" &!#") &!#") ))!& 8" 1$ # >&)* $ &)"#&' 8 #% #5'&!# "!? &#*0 "!' "5#%$ #"# >& @- 6 0 ; 0 A 1" &!# !( 8" 1$ # >&)* $ &)"#&' 8 #% ( &"#& " "'& "!' 6 6 A 0 $ ") " "'& "'H5 # &!# "!' &)2& #&& - 5 #%& 0 )$8& 0 " "'& "!' $ ") "'H5 # &!# 8& & 1 &' #&' 7* 1& >& 6 P 6 1" &!# !(- &"#& $ ") "!' " "'& "'H5 # &!# "!' &)2& #&& 1 &' #&' )$8& #5'&!# "!? &#*- " & 1 $ & !( 1&&' ! #% && !' > '5") 8 #% "5# 1& # 5 ' $ '& 8" $ 1" &' #$ . "(& "# %&' %&")#%* $!# $) - POSTER 16 !' !( 1 $> '& 511$ # 2$ 1" &!# ! ": !( 2&" 25) "!' !&5# ") 2" & ' !"# $! ! $ & &>& & "5# - $8&>& 0 THE TREATMENT EFFECTS OF CIGARETTES AND 8% )& )$8& ! "#&($ D !( !&5# ") 2" & 0 #%& 1&&' 8 #% 8% % NICOTINE ON SCHIZOPHRENIC SUFFERERS !' > '5") ' "(!$ &' 8 #% 1& (& R ' $ '& "'& 2&" 25) 2" & ' !"# $! ' ' !$# ' 22& 2 $ %&")#%* $!# $) - 5# "* A - 0 6 - 0 6- !>$)>& 1" &' &?& 5# >&> 5") 1 $ & !( $2 $ 1)&? > 5") 6 @6 6 !2$ "# $! "!' " $!2 (5 ") >& 5 )$ ") 1 $ & !( #*)&- % D$1% &! 522& & )" : 522 &!# " $5!# $2 '$1" !&0 POSTER 13 ()5#" "#&0 "!' #&!' #$ $)"#&- $# !& 2 $ (" &##& %" 1$ # >& &22& # $! '$1" !&0 ()5#" "#&0 "!' $)"# $!- %& PSYCHOLOGY AND FOSTER CARE: CURRENT STATUS (" &##& #%& 7& # '&) >& * * #& $2 ! $# !&- $ ! '&!#"))*0 AND FUTURE DIRECTIONS % D$1% &! 522& & &!H$* $: !( (" &##& - !2$ #5!"#&)*0 (" &##& "5 & #$$ "!* %&")#% 1 $7)& - $ 1" "# >&)*0 - B 0 6 - 6 &)& # $! (" &##& "* 7& " 7&##& '&) >& * * #& 2$ ! $# !& 6 6 !#$ #%& 7 " !- %& &2$ &0 $ & & &" % $! &)& # $! (" &##& !&&'&' #$ &! 5 & " ! D"# $! $2 %&")#% : - % #5'* &?" !&' %$8 #%& &! & $2 1 * %$)$(* %" "'' & &' #%& !&&' $2 % )' &! ! 2$ #& " &- # 8" POSTER 17 L+
(! 2 "!# !&("# >& $ &)"# $! 7&&! # ( " $! $5 !& PSYCHOSOCIAL IMPACT OF MASTOCYTOSIS: "!' '&1 & $! M,-LGQ0 1 R ,-, "!' "!? &#* M,-LGQ0 1 R PRELIMINARY INVESTIGATION OF A RARE AND ,-, * 1#$ - & 5)# 5((& # #%"# "8" &!& $2 7&)$!( !( #$ UNDERSTUDIED DISORDER " # ( "# D&' ( $51 "* ! & #" ! 5 #"! & 7& " 1 $#& # >& 2" #$ "(" ! # &!#") %&")#% 1 $7)& - @ 0 60 6 ; 0 POSTER 20
% $!& $2 #%& 2 # !>& # ("# $! $2 #%& 1 * %$ $ ") TESTS USED IN SCHOOL PSYCHOLOGY RESEARCH: &?1& &! & $2 1"# &!# 8 #% " #$ *#$ MEE "!' 2" #$ CHANGES OVER TEN YEARS " $ "#&' 8 #% '&1 & $! ! #% 1$15)"# $!- !( " &" 5 & '&>&)$1&' 2$ #%& #5'*0 8& '$ 5 &!#&' #%& 57 #"!# ") 6 A- 0 A- -0 B - 6 0 1 * %$ $ ") 1" # $2 " #$ *#$ "!' 2$5!' " %*1$#%& D&' @ #%"# 1$$ & C5") #* $2 ) 2&0 )$8& & ) &! &0 "!' ( &"#& ' &" & &)"#&' ' # & 8& & !'&1&!'&!#)* " $ "#&' 8 #% % #5'* "#")$(&' 2$ ") #& # 5 &' ! & 1 ") #5' & ! 2 >& '&1 & $!- !' > '5") %" " #& # 5 % " (&!'& "!' %$$) 1 * %$)$(* H$5 !") '5 !( #%& +*&" 1& $' E,,/E,E- $ $& $!$ #"#5 8& & ") $ " $ "#&' 8 #% ' &" & 1" # %& ) # $2 #& # 8" $ 1" &' 8 #% #%"# 2 $ " )" #5'* "!' '&1 & $!- $!'5 #&' , *&" &" ) & $! #%& " & H$5 !") " 8&)) " 8 #% &)2 &1$ # $2 #& # 5 "(& 7* %$$) 1 * %$)$( # - & 5)# POSTER 18 &>&")&' )" # & 2$ "!* 8 '&)* 5 &' #& # 75# !$#&8$ #%* %"!(& ! #%& $>& ")) 1"##& ! $2 #& # 5 &' ! & &" % " # )& - THE NEUROPSYCHOLOGY OF PTSD AND ITS IMPACT ON SPOUSAL RELATIONSHIPS AND COPING POSTER 21
- GENDER AND RELATIONSHIP STATUS EFFECTS ON PERCEIVED ATTRACTIVENESS USING EYE TRACKING " :( $5!' TECHNOLOGY &?" !& C5") #* $2 ) 2& "!' " #") "# 2" # $! $2 A "22& #&' # & 1$!'& P 1$5 & - @6 - 6 0 @ 7H& # >& *1$#%& & # "5 "# 1" # M R # $!(& # 1 &' #$ $2 %& &22& # $2 (&!'& "!' &)"# $! % 1 #"#5 $! " 1& $!R " #") "# 2" # $!OC5") #* $2 ) 2&N 1 * %$)$( ") ' # & 0 1& &1# $! $2 "## " # >&!& 8& & &?" !&'- (%#*#8$ # $!(& # 1$5 & 1 &' #$ - A" # 1"!# 8& & %$8! & (%# > '&$ $2 "!$!* $5 * &# ") "!' " * &# ") '"! & - %&* #%&! 2 ))&' $5# "! "## " # >&!& 6&#%$' ")& 2$ &" % '"! & " #%& > '&$ 8& & 1 $H& #&'- & $!'
M F,0 C5"!# #"# >& 8 #% !( $51- &)2 &1$ #0 2$ 5 M # "5 "# ( $51 $2 LL 1" # 1"!# 8& & #%&! " :&' #$ > &8 #%& " & # 5) March 14 Friday, 1" #O' # & - $! " E-, &*& # " : !( * #& - &)"# $! % 1 "!' (&!'& #"#5 %$8&' (! 2 "!# ' 22& &! & ! 8%"# 8" $! '& &' & 5)# "## " # >&- 65)# 1)& &( & $!N ' # & M 7& # 1 &' #$ 0 1$5 & $ # "22& #&' 7* $8! ' # & P R # "5 "# 1" #- POSTER 22
$! )5 $! THE ROLE OF ALCOHOL IN THE SEXUAL EXPERIENCES OF 22& &! & '5& #$ ' 1" "#& $1 !( "!' "11 " ") $2 # "5 "# HEAVY DRINKING AND NON-HEAVY DRINKING COLLEGE &>&!# - >& )"1 5((& # !&5 $1 * %$)$( ") >5)!& "7 ) # & MEN 8 #% ! # "5 "# "))*&?1$ &' $51)& - 6- ; 0 @ POSTER 19 A0 0 STIGMA CONSCIOUSNESS AS A PROTECTIVE FACTOR A0 0 6 @ FOR MENTAL HEALTH IN LESBIAN, GAY, AND BISEXUAL POPULATIONS &?5") " "5)# 1 &>")&!# $! $))&(& " 15 & 0 "!' ") $%$) 5 & " 8&))'$ 5 &!#&' : 2" #$ - % #5'* &?1)$ & #%& $)& @ 6; 6 0 $2 ") $%$) ! #%& &?5") &?1& &! & $2 %&">* ' !: !( "!' AA 6 0 !$!%&">* ' !: !( $))&(& &! M EGE- 2#*1& &!# ME A- 6; 0 6; 8& & )" 2 &' " %&">* ' !:& " $ ' !( #$ #"!'" ' - - B 6 "#" !' "#&' !5 & $5 (! 2 "!# ' 22& &! & 7&&! ( $51 0 ! )5' !( 7&) &2 &(" ' !( #%& "1" #* #$ $! &!# #$ &?5") # ( " $! $5 !& "! & #%& "(( ">"#& $ " &) $ "#& &!#") " # > #* 8%&! !#$? "#&'- 1) "# $! 2$ &?5") " "5)# %&")#%- % #5'* &?" !&' #%& &)"# $! % 1 7&&! # ( " 1 &>&!# $! " & 1 & &!#&'- $! $5 !& "!' &!#") %&")#% " $!( " " 1)& $2 )& 7 "!0 ("*0 "!' 7 &?5") *$5!( "'5)# - $ &)"# $! &>&")&' " POSTER 23 LF
1 $>&' 1 * %$)$( ") "'H5 # &!# "# &#& #- !& 1 $1$ &' ESTABLISHING RELIABILITY AND VALIDITY ON FIVE %*1$#%& 2$ #% &22& # #%"# &?1$ 5 & #$ #%& #& # #& STATE PIVOT MEASURES FOR EMOTION RESEARCH ! &" & & 1$!'&!# R 5!'& #"!' !( $2 #& #R 5!'& )* !( $! # 5 #- #5'* $2 #% 1 " # & &22& # 1" # "))* 511$ #&' #% @6 ;- B0 6 0 B %*1$#%& 7* '& $! # "# !( #%"# & 1$!'&!# 1 $> '&' ;0 & 1$! & $! " #& # $2 !#& 1& $!") 1 $7)& #%"# $ &)"#&' $ & % (%)* 8 #% !2$ "!# "# !( "# 1$ ##& # #%"! "# 1 &#& #- % #5'* 2$ 5 &' $! & #"7) % !( 1 * %$ &# 1 $1& # & $2 " !&8 $$'O& $# $!O$ &!#"# $! &" 5 & "))&' O1 >$# ")& 0P POSTER 27 8% %0 2 2$5!' #$ 7& &) "7)& "!' >") '0 "* &22 &!#)* 7& 5 &' ! $$' !'5 # $! & &" %- A >$# ")& " & &" )* $ 1)&#&' 7* RANDOMIZED CONTROLLED TRIAL COMPARING 1" # 1"!# 2$))$8 !( " $$' !'5 # $! 7&2$ & #%& $$' DIFFERENT PSYCHOLOGICAL FUNCTIONING AND !'5 # $! ' 1"#& - $") $2 #%& #5'* ! )5'&' " & !( ALLIANCE FEEDBACK CONDITIONS DURING #& # &#& # &) "7 ) #* "!' !#& !") $! #&! * 2$ &" % $2 2 >& 1 >$# PSYCHOTHERAPY ")& &# 0 " 8&)) " &>")5"# !( #%& 1 >$# ")& R $!>& (&!# >") ' #*- A ]BB 0 A A POSTER 24 %& 5# $ & K5& # $!!" & "!' $ : !( )) "! & !>&!#$ * THE DILEMMA OF ASSESSOR BIAS VARIANCE IN 8& & "! 8& &' 8&&:)* 7* L// % )&"! 1 * %$#%& "1* 1"# &!# 0 HIGH-STAKES PSYCHOLOGICAL ASSESSMENT 8%$ 8& & "!'$ D&' #$ ' 22& &!# 2&&'7" : $!' # $! - $ 1" &' 8 #% #%& $!# $) ( $510 1"# &!# 1 * %$)$( ") A - 6 6 A 0 25! # $! !( 8" (! 2 "!#)* 7&##& 8%&! #%& "1 # & & >&' 6 - ; 0 6- 1 * %$)$( ") 25! # $! !( 5!1 $ & &' '"#" ")$!& $ A " $ 1"! &' 7* ")) "! & '"#"0 75# 8" !$# #"# # "))* ' 22& &!# 2$ #%& "1 # & & > !( $!)* ")) "! & '"#" $ " 7& #R A $( & & $ 7 " &? # 8%&! $ & "11 & "7)& 1$ # $! $2 #%& $ & &1$ #- A"# &!# R ")) "! & 1& &1# $! 8" (! 2 "!#)* 8$ & >" "# $! #%"# " 5 &' #$ &2)& # &?" !&& !' > '5") 8%&! #%& "1 # & & >&' " 7& #R A $( & &1$ #- ' 22& &! & ! #&"' &2)& # &?" !& ' 22& &! & - 65)# )&>&) ) !&" $'&) !( 8" "11) &' #$ &?" !& #%& &?#&!# $2 " & $ POSTER 28 7 " ! #%& "' ! # "# $! $2 #%& 2$ " " 1)& $2 E0Q/L % )' &! &>")5"#&' 7* GG/ %$$) 1 * %$)$( # - &" )* ")) DIFFERENT MOTIVATIONAL SYSTEMS PREDICT $ & $!>&*&' (! 2 "!# "!' !$!# > ") " $5!# $2 DEPRESSION AND ANXIETY SYMPTOMS PROSPECTIVELY >" "# $! #%"# %"' !$#% !( #$ '$ 8 #% % )' &! " #5") !' > '5") ' 22& &! & - @ 0 A B0 @ 0 POSTER 25 ;
INFLUENCE OF GENDER AND FAMILY HISTORY OF &> &' & !2$ & &!# &! # > #* %&$ * 1$ # #%"# ALCOHOL PROBLEMS ON HEALTH-RISK BEHAVIOR #% && * #& &%"> $ ") !% 7 # $! * #& 0 &%"> $ ") # >"# $! * #& P (%#) (%# &&D&* #& 5!'& ) & ; - 6 0 $# >"# $! "!' ' 22& &! & ! #%& & * #& %">& 7&&! ) !:&' #$ B - 0 - A !#& !") D !( ' $ '& - 5 #5'* " &' #$ '&!# 2* 8% % 6 6 $# >"# $!") * #& 1 &' #&' "!? &#* "!' '&1 & >& * 1#$ "7$>& "!' 7&*$!' #%& !2)5&! & $2 $#%& * #& - & % #5'* "!")*D&' (&!'& ' 22& &! & ! %&")#% 7&%"> $ " $!( 2$5!' #%"# #%& "!' &&D& 1 &' #&' 25#5 & "!? &#* "!' 5!'& ( "'5"#& 8 #% " 2" )* % #$ * $2 ") $%$) 1 $7)& - '&1 & >& * 1#$ 0 8%& &" &)&>"#&' $ & 1 &' #&' A" # 1"!# $ 1)&#&' 5 >&* " & !( " 2" )* % #$ *0 &?5") 25#5 & '&1 & >& * 1#$ - : 7&%"> $ 0 "!' ") $%$) : 7&%"> $ - 6")& 8 #% " 2" )* % #$ * &1$ #&' ) #&' &?5") : 7&%"> $ "!' ") $%$) : POSTER 29 7&%"> $ 0 8% )& 2& ")& &1$ #&' &>& ") &?5") : 7&%"> $ &-(-0 )" : $2 $!'$ 5 & "!' "!* ") $%$) : 7&%"> $ &-(-0 SEXIST ATTITUDES AND NUMBER OF PAST SEXUAL )"#& ' "(!$ ) :&) %$$'0 % (%) (%# !( #%& 1$ #"! & $2 PARTNERS AS PREDICTORS OF HYPERMASCULINITY (&!'& "11 $1 "#& !#& >&!# $! ">&!5& - @ - ; ;0 @ - 0 A POSTER 26 - 0 ; ;- SERIAL POSITION AND ITEM VALIDITY %& 1 & &!# #5'* &?" !&' 8%&#%& &? # "## #5'& "!' !5 7& 6 @- 6 ; $2 1" # &?5") 1" #!& 1 &' #&' )&>&) $2 %*1& " 5) ! #* ! " " 1)& $2 EGF &!- #% && 8"* !#& " # $! &22& # 8" $7 & >&' 8%& & #%$ & 8%$ &1$ #&' %"> !( "!* 1" # &?5") 1" #!& 0 &")#%* & &" % 1" # 1"!# 8%$ " & "' ! #& &' 1& $!") #* % (% )&>&) $2 %$ # )& &? "!' % (% )&>&) $2 7&!&>$)&!# $ * 1#$ C5& # $!!" & 5)# 1)& # & #*1 "))* &1$ # &? $ &' &? &1# $!"))* % (% $! " &" 5 & $2 '$ !"!# "!' LQ
"(( & >& "## #5'& - 5#5 & & &" % '& (!&' #$ &)5 '"#& #%& NAVIGATION OF CONFLICTS BETWEEN PROFESSIONAL &)"# $! % 1 7&&! &?5") #*0 &? "!' " 5) ! #* AND RELIGIOUS ETHICS AMONG RELIGIOUS 8" "!#&'- PSYCHOTHERAPISTS TREATING HOMOSEXUAL PATIENTS
POSTER 30 6 0 - 6 ; SUBTYPES OF HYPERMASCULINITY AS PREDICTORS OF HEALTH BEHAVIORS IN COLLEGE STUDENTS %& 1 & &!# #5'* " & &' &) ( $5 1 * %$#%& "1 # &) ( $5 25!'" &!#") 0 "## #5'& #$8" ' %$ $ &?5") 0 "!' "'%& &! & ; ;- 0 @ - ; ; #$ ("*"22 "# >& 1 " # &- # 8" 2$5!' #%"# &) ( $5 25!'" &!#") !&("# >&)* 1 &' #&' "'%& &! & #$ ("*"22 "# >& 1 " # & 0 "!' #%"# "## #5'& #$8" ' %& 1 & &!# #5'* " &' #$ '& $! # 5 # #%& $ 1$!&!# $2 %$ $ &?5") &' "#&' #% " $ "# $!- ! "'' # $!0 #% #5'* %*1& " 5) ! #* !#$ ' # ! # 1" # #$ '&!# 2* 1 &' #$ $2 !>& # ("#&' #%& 2 &C5&! * 8 #% 8% % 1" # 1"!# &!("(&' ! ") $%$) "75 & "!' # 5 # ! 1%* "!- E+E ")& $))&(& #5'&!# >" $5 &#%$' $2 !"> ("# !( $!2) # 7&&! #%& 1" # 1"#&'- & 5)# " & $! #&!# 8 #% 1 &> $5 & &" % 1 $2& $!") "!' &) ( $5 $'& $2 &#% 0 5 % " &2& !( #$ 5((& # !( #%"# $!2$ #* #$ " 5) !& !$ 1 &' # 1"##& ! $#%& #%& "1 # $ &&: !( 1 $2& $!") 51& > $!- $2 1 $7)& "# ") $%$) 5 & "!' ">$ ' !( $!#" # 8 #% 1%* "! - 5#5 & & &" % 5# ) D !( $ & $1% # "#&' '"#" "!")*# POSTER 34 1 $ &'5 & (%# & >& #$ '&!# 2* 1$#&!# ") 1"#%8"* #%"# $ & &! 2$))$8 ! '&>&)$1 !( 1$$ %&")#% %"7 # - ATTACHMENT EFFECTS ON ALCOHOL USE MOTIVATION IN A CHEMICAL REHAB INPATIENT SAMPLE POSTER 31 6 0 THE DISJUNCTURE BETWEEN SEXUAL LABELS AND 6 0 @- SEXUAL BEHAVIOR 60 @ B 0 0 @ A 0 A @ @ @ 6 6 @ 0 0 @ @ 6 @ 0 '5)# "##" % &!# &" 5 &' 7* 8" " & &' ! &)"# $! #$ ") $%$) 5 & $# >"# $! &" 5 &' 7* 6K $! " EL+ 1"# &!# " 1)& "' ##&' #$ " %$ 1 #") %& ") &%"7 !1"# &!# A * %$)$( ") & &" % &) & $! &)2 '&!# 2 "# $! $2 &?5") 5! #- ##" % &!# !? &#* 8" (! 2 "!#)* $ &)"#&' 8 #% 6K $ &!#"# $! 5 !( )"7&) $2 %&#& $ &?5") #*0 %$ $ &?5") #*0 "!' $ ") "!' $1 !( $# >"# $! 75# !$# &!%"! & &!# $# >"# $! 7 &?5") #*- ! #% #5'*0 8& &?" !&' %$8 !' > '5") 57 ")& - ##" % &!# >$ '"! & 8" (! 2 "!#)* $ &)"#&' $! &1#5") D& #%& &?5") '&!# #* "!' #%& 1" # $2 &?5") $!)* 8 #% #%& $1 !( $# >"# $! 57 ")&- %& $>& "))
'&!# #* $! &)& # $! $2 &?5") 1" #!& - & 5)# 5((& # #%"# #%& $'&) 1 &' #&' " (! 2 "!# 1 $1$ # $! $2 #%& $7 & >&' >" "! & March 14 Friday, &)"# $! % 1 7&&! &?5") '&!# #* "!' &?5") 1 &2& &! & ! #%& $ ") "!' $1 !( $# >"# $! 57 ")& - $ 1)&?0 "!' &?5") 1 &2& &! & '$& !$# ")8"* $ & 1$!' #$ &?5") '&!# #*- " (& 1) "# $! 2$ 5!'& #"!' !( #%& $)& $2 POSTER 35 &?5") '&!# #* )"7&) !( ! 1 * %$)$(* 8 )) 7& ' 5 &'- ALCOHOL CONSUMPTION AND SEXUAL IDENTITY POSTER 32 DISCLOSURE
THE SKINNY ON AGGRESSION: THE RELATIONSHIP 0 60 6 BETWEEN THE EXPRESSION OF ANGER AND BULIMIA AA 0 6 A - @ SYMPTOMATOLOGY % #5'* &?" !& #%& $)& $2 &?5") '&!# #* ' )$ 5 &0 "!' J 0 0 $(! # $! ! ") $%$) 5 & ! EFL )& 7 "!0 7 &?5")0 "!' C5&& 0 ; 8$ &! 8%$ $ 1)&#&' " 5 >&*- ! &" &' ") $%$) !#":& 8" 2$5!' #$ 7& $ &)"#&' 8 #% ! &" &' &?5") '&!# #* ' )$ 5 &0 % #5'* "!")*D&' #%& &)"# $! % 1 7&&! #%& !5 7& $2 1" # 5)" )* "# 8$ :- 1$ # >& $ &)"# $! 8" 2$5!' 7&&! 75) " * 1#$ "!' #% && #*1& $2 "!(& &?1 & $! 57 #"! & 5 & "!' ) : !( #$ $! 5 &N ! $!# " #0 !$ &)"# $! % 1 15) >&0 &)2' & #&'0 "!' ' & #- A" # 1"!# $ 1)&#&' #% && 8" 2$5!' 7&&! 57 #"! & 5 & "!' #%& 7&) &2 #%"# $!& &)2 &1$ # &" 5 & ! $ '& #$ &>")5"#& #%& )&>&) $2 75) " '& & >& #$ 5 &0 ! & 1$! & #$ !&("# >& & $# $! - * 1#$ "#$)$(* "!' &?1 & $! $2 "!(& - )) 2$ $2 "!(& &?1 & $! 8& & 1$ # >&)* $ &)"#&' 8 #% )&>&) $2 75) " 10:30am - 10:45am * 1#$ - %& & & 5)# & 1%" D& #%& 1$ #"! & $2 "'' & !( & $# $! &(5)"# $!0 "!' 1& 2 "))* #%& "!"(& &!# APPLYING A MODEL OF PTSD TO THE FRESHMAN $2 !&("# >& & $# $! ) :& "!(& 0 8%&! 8$ : !( 8 #% !' > '5") COLLEGE EXPERIENCE 8 #% 75) " * 1#$ "#$)$(*- B 0 POSTER 33 B L/
%& 1 & &!# & &" % " #$ 5!'& #"!' #%& # "! # $! #$ $))&(& 2$ 2 # *&" #5'&!# - A $'&) 5 &' #$ &>")5"#& #%& SIMILARITIES AND DIFFERENCES BETWEEN TRAIT ANGER $))&(& # "! # $! " 1$#&!# "))* # "5 "# - # *&" #5'&!# AND DEPRESSION IN STATIC GROUPS $ 1)&#&' " 5 >&* ! )5' !( #%& 0 1& & >&' $ ") 511$ # ")&0 "!' ! # ") $))&(& &?1& &! & - & 5)# 5((& # #%"# "!* @6 ;- B ;0 $2 #%& & &?1& &! & " & " $ "#&' 8 #% '&1 & $!0 "!? &#*0 "!' # & - '' # $!"))*0 $>& ")) )&>&) $2 '&1 & $!0 "!? &#*0 "!' # & " & C5 #& % (% 2$ $ & $))&(& 2 & % "!- % & &" % $ 1" &' ( $51 % (% ! '&1 & >& * 1#$ 8 #% " 1)& ( $51 % (% ! # " # "!(& - $ & # $!") "!")* & POSTER 36 8& & 5 &' ! " E!(& % (% > - )$8 7* E &1 & $! % (% > - )$8 7&&! ( $51 '& (!0 $ 1" !( 1"##& ! 2$ ? SINGLE ITEM VS. MULTIPLE ITEM ASSESSMENT OF '&1&!'&!# >" "7)& $2 !#& & # "## 75# $! #*)&0 '&1&!'&! *0 RELIGIOSITY IN A COLLEGE SAMPLE &22 " *0 '$ !"! &0 57 >&!& "!' O!&&' 2$ 1$8& -P ?" ! !( ' 22& &! & "!' )" # & 7&&! "!(& "!' A;0 ; '&1 & $! ! &" & $5 5!'& #"!' !( $2 "!(& 0 ! )5' !( A 0 @ 8%&#%& # " # "!(& "* 7& $! &1#5") D&' " " ' "(!$ - - POSTER 39 )" (& "H$ #* $2 & &" %& "!' 1 " # # $!& $!# !5& #$ 5 & !()& #& &" 5 & &!# #$ " & &) ( $ #* "!' 1 #5") #*0 A CLOSER EXAMINATION OF POST-TRAUMATIC STRESS !&()& # !( #%& 5)# ' &! $!") !"#5 & $2 #%& & $! # 5 # - SYMPTOMS IN CARDIAC PATIENTS " 1)& $2 L,, 5!'& ( "'5"#& #5'&!# 8" 5 >&*&' $! 7&%"> $ 0 $ # &!#0 "!' "## #5'& #$8" ' &) ( $! 5 !( 7$#% - B 0 @K BB0 !()& #& &" 5 & &!# "!' &? # !( &) ( $ #* ")& - A 6 0 ;A &( & $! "!")* & 8& & 5 &' #$ '&#& !& 8% % ")& 8& & #%& 7& # 1 &' #$ $2 & 1$! & #$ !()& #& &" 5 & - %& 1 & &!# #5'* &?" !&' " 1& 2 #*1& $2 57 *!' $ ") POSTER 37 A " $!( " ' " 1"# &!# #%& 1 & &! & $2 A * 1#$ 8 #%$5# &?1& &! !( " )&" 5# ) 2&#% &"#&! !( &>&!#- * 1#$ DEVELOPMENTAL BEHAVIOR ANALYTIC THERAPY $2 A "!' &' ") 1 & &!#"# $! 8& & $ 1" &' 7&&! #8$ ( $51 $2 1"# &!# 0 $!& 8 #% " ' "(!$ $2 A !MF, "!' $!& 6 0 6 #%"# &&!&' 1$ # >& 75# ' ' !$# &&# #& " !MQ/- >& "))0 6A 66 6 0 1"# &!# 1 & &!#&' )" )* 5((& # !( #%"# " ' " 1"# &!# " & "# : (&!& "))* 2$ ' # & -
&>&)$1 &!#") &%"> $ !")*# %& "1* #%& 2 # POSTER 40 7&%"> $ ") #%& "1* 8 #% '&>&)$1 &!#") 5!'& 1 !! !( - !#&( "#& " '&>&)$1 &!#") #"(& $'&)0 #%& 6$'&) $2 LATE LIFE DEPRESSION TREATMENT: & " % ") $ 1)&? #* 60 !#$ # 8$ : !(- % 1"1& )"* RECOMMENDATIONS AND PUBLIC HEALTH IMPLICATIONS $5# #%& &C5&! & $2 1 $ &'5 & $2 #% #%& "1*- #% 0 2 >& $5# $2 #%& ? !' > '5") " % &>&' #%& #" (&# 7&%"> $ "!' @ - ;B0 - A0 - ! &" &' #%& '&>&)$1 &!#") #"(& - %& 1$ # >& & 5)# 60 - A 6 * &)'&' 2 $ #% ")) " 1)& 5((& # 1$#&!# ") 7&!&2 # "!' 6 0 5 & $2 #%& "1*- 6 N 6 @- 0 10:50am - 11:05am !#& !"# $!") ) ! ") A " # & 5 '&) !& A 2$ '&1 & $! USING SOCIAL MEDIA TO CONSTRUCT A NEW HOLISTIC 8& & &> &8&' #$ $ 1" & # &"# &!# & $ &!'"# $! 2$ $)'& SEXUALITY MODEL "'5)# F+_- & 5)# 5((& # (! 2 "!# ' 22& &! & ! # &"# &!# & $ &!'"# $! 0 8 #% #%& & "! A * % "# $ "# $! @- B 0 @ 6 A A & $ &!' !( 1%" " $#%& "1* " " 2 $!#) !& # &"# &!# 2$ )' '&1 & $! 2$ ")) "'5)# - $)'& "'5)# &?1& &! & 2 &C5&!# )$ $2 )$>&' $!& 0 #%& & & 5)# 0 8 #% #%& %& )& $2 &?5") #* " %$) # $'&) $2 &?5") #* '& (!&' & $>") $2 #%& 7& &">& &!# &? )5 $! 2 $ #%& 60 "!' : 7* " )&* ./- % $'&) $!#&!' #%"# &?5") #* $2 &' "# !( $)'& "'5)# 0 %">& 157) %&")#% 1) "# $! - $ 1 &' $2 2 >& ' # ! # 75# !#& " # >& $ 1$!&!# N # %" ($!& )" (&)* 5! %"!(&' ! & # '&>&)$1 &!#- %& & & " ! ) #&' POSTER 41 !2$ "# $! &(" ' !( #%& )& R !#& " # $! - % 1 & &!#"# $! ' 5 & & 5)# $2 " $!#&!# "!")* " & !( #%& $'&)R DOWNPLAYING EXERCISE RECOMMENDATIONS FOR 5!'& )* !( " 5 1# $! "!' 1 $1$ & "! ")#& !"# >& %$) # DEPRESSION TREATMENT: CONFLICTS OF INTEREST AND $'&)0 $!& #%"# &#" ! #%& $ 1$!&!# $2 #%& $ ( !") $'&) "!' CLINICAL IMPLICATIONS % (%) (%# #%& !#& 2" &- - A0 @ - ;B0 - POSTER 38 60 - A 6 L.
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
POSTER 43 % & &" % $ 1" &' ( $51 % (% ! '&1 & >& * 1#$ 8 #% " 1)& ( $51 % (% ! # " # "!(& - $ & # $!") "!")* &
STRESS OF INTERPERSONAL CONFLICT: COMPARING 8& & 5 &' ! " E!(& % (% > - )$8 7* E &1 & $! % (% > - March 14 Friday, ADOLESCENT INPATIENTS WITH SUICIDAL VERSUS )$8 7&&! ( $51 '& (!0 $ 1" !( 1"##& ! 2$ ? NON-SUICIDAL SELF-INJURY '&1&!'&!# >" "7)& $2 !#& & # "## 75# $! #*)&0 '&1&!'&! *0 &22 " *0 '$ !"! &0 57 >&!& "!' O!&&' 2$ 1$8& -P 60 ; - ;60 6 - AB0 ?" ! !( ' 22& &! & "!' )" # & 7&&! "!(& "!' J - 6 0 - '&1 & $! ! &" & $5 5!'& #"!' !( $2 "!(& 0 ! )5' !( 0 A 8%&#%& # " # "!(& "* 7& $! &1#5") D&' " " ' "(!$ - 0 A- ; POSTER 47
5 '& #%& #% ' )&"' !( "5 & $2 '&"#% 2$ *$5#% "(& +EG HEALTH-PROMOTING BEHAVIORS ON ALCOHOL AND *&" - $! 5 '") &)2 !H5 * 0 '&2 !&' " #%& '&) 7& "#& MARIJUANA USE IN COLLEGE STUDENT EMERGING '& # 5 # $! $2 $!&R 7$'* 8 #%$5# #%& !#&!# #$ ' & &-(-0 ADULTS 5## !(O75 ! !(N "!$#%& 1$ #"!# "!' 1$#&!# "))* &)"#&' %&")#% $! & ! " $!( "'$)& &!# - A" # 1"!# 5 '& @K 0 - A "##& 1#& 0 #%$ & &!("( !( ! 0 "!' #*1 "))*'&>&)$1 !( 66 0 @- $!# $) 1)"*&' " >& $! $2 #%& A $!& R )& " (" &- 6 0 6 0 6- 6 & 5)# %$8&' #%"# 1" # 1"!# 2&)# $ & # & 8% )& 66 1)"* !( #%& (" & #%"! $#%& ( $51 - % #5'* " & &' #%& $)& $2 %&")#%1 $ $# !( 7&%"> $ $! POSTER 44 ") $%$) "!' " H5"!" 5 & ! " " 1)& $2 $))&(& #5'&!# & & ( !( "'5)# - & 5)# !' "#&' #%"# % (%& 1%* ") " # > #* DOES CHILDHOOD SEXUAL ABUSE MODERATE THE LINK "!' )$8& # & "!"(& &!# $ & 1 &' # ( &"#& ") $%$) 5 &0 BETWEEN OBESITY AND DEPRESSION AMONG WOMEN? "!' #%"# % (%& $ & $! !#& 1& $!") &)"# $! 1 &' # )& " H5"!" 5 &0 8% )& % (%& $ & $! # & "!"(& &!# @ ; 0 A 6 1 &' # ! &" &' " H5"!" 5 &- & $( "1% >" "7)& $2 (&!'& "!' " & 8& & ") $ 2$5!' #$ 1 &' # ") $%$) "!' " H5"!" 5 &- G,
6 0 0 6 0 POSTER 48 AA
POSTPARTUM DEPRESSION SCREENING PRACTICES ( "# $! 1" # &)"# $!") &?1& &! & - & &" % 2$5!' #%"# AMONG PEDIATRICIANS IN CONNECTICUT. %5!(& 2$ 0 "!' ">$ '"! & $20 &)2$7H& # &)"# $!") &?1& &! & " $ "#&' 8 #% "!? &#*- %"# #%& 1" # $2 ( "# $! $! 6 A ;; 0 &)2$7H& # !&&' "!' "!? &#*I !( #%& &)2$7H& # &&' ;- !>&!#$ *0 #%& #"#& " # !? &#* !>&!#$ * 2$ '5)# 0 "!' 8 ##&! " $5!# $2 &" )* & $ & 0 #% #5'* 2$5!' " (! 2 "!# % #5'* " &' #$ &?" !& 5 &!# 1$ #1" #5 '&1 & $! &)"# $! % 1 7&&! ( "# $! #"#5 0 &)2$7H& # !&&' 0 "!' AA &&! !( 1 " # & " $!( 1&' "# "! ! $!!& # 5# "!? &#*- ( "!# ") $ '& $! # "#&' "! ! &" &' %5!(& 2$ "!' #%& #*1& $2 # " ! !( #%"# (%# &!%"! & AA &&! !(- &)2$7H& # !&&' $ 1" &' #$ 7$ ! 1& $! - !' !( !' "#& #%"# 5 &!# 1 " # & " & !"'&C5"#& ! '&!# 2* !( AA 0 1&' "# "! 2 &C5&!#)* &)* $! #%& ) ! ") POSTER 52 H5'( &!# ! ) &5 $2 >") '"#&' AA &&! !( &" 5 & - 5 #%& $ &0 1&' "# "! '& & "'' # $!") # " ! !( ! AA ACTUARIAL AND CLINICAL FACTORS PREDICTING &&! !(0 8 #% $!) !& # " ! !( 7& !( #%& $ # 1 &2& &' 2$ "# RECIDIVISM AMONG CHILD PORNOGRAPHY OFFENDERS 2$ #%& & # " ! !( - 1) "# $! 2$ 1 " # & "!' # " ! !( " & ' 5 &'- 6; @- 0
POSTER 49 ##)& & &" % &? # $! % )' 1$ !$( "1%* $22&!'& A0 " 5 !( #%"# #%& " & : 2" #$ 1 &' # & ' > " $!( A THE IMPACT OF POSITIVE AND NEGATIVE LIFE EVENTS "!' % )' $)& #& - !( " #5" ") !") % #$ *0 "(& "# # & ON ACUTE STRESS RESPONSE $2 &2& ") "!' ) ! ") % (% 1& &!#"(& $2 $(! # >& ' #$ # $! 0 '&> "!# &?5") !#& & # 0 2" )&' &?5") % #$ * 1$)*( "1% 60 @6 ; &?" !"# $! 0 "!# $ ") 1& $!") #* : 2" #$ 0 #% #5'* 0 6 B "##& 1# #$ 1 &' # & ' > O!$! & ' > $2 A- $ AA 6 (! 2 "!# & 5)# 8& & 2$5!'0 1$ 7)* 7& "5 & #%& #5'* 8" 0 ; 5!'& 1$8& &'- 5 #%& & &" % !&&'&' #$ 5!'& #"!' & ' > ! A- ?1$ 5 & #$ !&("# >& # & &" )* ! ) 2& " $ "#&' 8 #% "7!$ ") $ # $) & 1$! & #$ "! " 5#& # & $ )"#& ! ) 2&- ! POSTER 53 #% #5'* 8& " &' #$ &?" !& #%& &)"# $! % 1 7&&! 1$ # >& "!' !&("# >& # & 25) &>&!# "!' & 1$! & #$ "! " 5#& # & $ - STRESSFUL EVENTS AND DEPRESSION: THE & 5)# !' "#&' #%"# !&("# >& &>&!# 8& & !$# " $ "#&' 8 #% MODERATING EFFECT OF CO-RUMINATION $ # $) & 1$! &0 75# #8$ 1$ # >& &>&!# (&## !( &!("(&'O " &' "!' 1)"!! !( " 8&'' !( 8& &- %& & 2 !' !( B 0 @ A @ A & 1%" D& #%& 1$ #"! & $2 7$#% 1$ # >& "!' !&("# >& # & 25) &>&!# - A" # & &" % %" '& $! # "#&' 1 &' # >& &)"# $! % 1 7&&! POSTER 50 >5)!& "7 ) #* 2" #$ 5 % " 7 $$' !(0 $ 5 !"# $!0 "!' # & 25) ) 2& &>&!# "!' '&1 & $!0 & 1& "))* 2$ 8$ &!- %& THE IMPACT OF INTERNALIZED HOMOPHOBIA AND 5 &!# #5'* &?" !&' #%& &)"# $! % 1 7&&! $ 5 !"# $! MINORITY STRESS ON SEXUAL MINORITY WOMEN’S "!' # & 25) &>&!# " " 1 &' #$ $2 $! 5 &!# '&1 & >& HEALTH * 1#$ - !' !( !' "#& "! !#& " # $! $2 $ 5 !"# $! "!' # & 25) &>&!# ! 1 &' # !( '&1 & $!- 1& 2 "))*0 !' > '5") - 0 - A 8%$ &?1& &! & % (% # & "!' % (% $ 5 !"# $! %"' #%& 6 6 % (%& # '&1 & $! $ & -
&?5") !$ #* 8$ &! 6 " & $ & ) :&)* #%"! #%& POSTER 54 %&#& $ &?5") $5!#& 1" # #$ &1$ # &>& ") !&("# >& (&!& ") %&")#% $5# $ & &-(-0 57 #"! & 5 &O"75 &0 # & 0 '&1 & $! DULOXETINE USE AMONG PATIENTS WITH CHRONIC PAIN "!' &?5") : 7&%"> $ - %& 5 &!# #5'* &?" !&' #%& AND MAJOR DEPRESSIVE DISORDER: A REVIEW 1" # $2 !#& !") D&' %$ $1%$7 "0 ' !"# $!0 "!' > # D"# $! $! #%& & !&("# >& %&")#% 7&%"> $ - & 5)# @6 0 B 0 !' "#&' #%"# #%& $'&) 1 &' #&' ") $ # &>& * &!#") %&")#% $5# $ &- %& & 2 !' !( % (%) (%# #%& 1$ #"! & ! "'' & !( !$ #* # & $ ! 25#5 & &!#") %&")#% 1 &>&!# $! "!' %& & ( $8 !( &> '&! & #%"# 6"H$ &1 & >& $ '& 6 !#& >&!# $! &22$ # '& (!&' 2$ 6- "!' % $! 1" ! 2 &C5&!#)* $&? #- $8&>& 0 #%& # &!(#% $2 #%& &)"# $! % 1 7&&! % $! 1" ! "!' 6 5! )&" - # )& POSTER 51 2$ #%& &> &8 8& & $7#" !&' 7* $!'5 # !( " &" % 2 $ E,,F #$ E,L- $5 #&&! #5' & &# ! )5 $! #& " "!' 8& & RELATIONAL NEEDS IN IMMIGRANTS ! )5'&' ! #%& &> &8- !' !( " & $! #&!# 8 #% ( $8 !( &> '&! & 5((& # !( #%"# "7$5# ?#*2 >& 1& &!# $2 1"# &!# 8 #% G
6 &?1& &! & $ $ 7 ' * 1#$ $2 % $! 1" !- POSTER 58
POSTER 55 THE WORKING ALLIANCE INVENTORY IN CROSS-RACIAL AND MATCHED-RACE PSYCHOTHERAPY DYADS DEPRESSIVE SYMPTOM FACTORS AND COGNITIVE PERFORMANCE: THE MAINE-SYRACUSE STUDY - 60 6 A @ A 0 6 - 0 6 - 6 %& 5 &!# #5'* " & &' #%& !"#5 & $2 #%& 8$ : !( ")) "! &0 " &" 5 &' 7* #%& $ : !( )) "! & !>&!#$ * M %$ # $ & !>& # ("#&' &)"# $! % 1 7&&! '&1 & >& * 1#$ "!' 0 ! $ " ") #%& "1* '*"' - &) "7 ) #* $2 #%& $(! # >& 1& 2$ "! &- 65)# >" "#& &( & $! "!")* &>&")&' 8" ($$' 2$ 7$#% $ " ") "!' "# %&' " & #%& "1* '*"' - !&("# >& &)"# $! % 1 7&&! B5!( &1 & $! !>&!#$ * B ?1)$ "#$ * 2" #$ "!")* $2 #%& &>&")&' " !&8 2" #$ $ & 0 L B 2" #$ "!' 1& 2$ "! &- %&! "'H5 # !( 2$ 2" #$ # 5 #5 & $2 ")) "! & #%"# ' 22& 2 $ 8&))& #"7) %&' $'&) $2 $>" "! &0 O$(! # >&P "!' O$ & &1 & $!P 2" #$ 8& & ")) "! &- " % !&8 2" #$ 8" " 7)&!' $2 #8$ $2 #%& $ ( !") !&("# >&)* " $ "#&' 8 #% )$7") $ 1$ #& $ & 0 O$ "# P 2" #$ $2 #%& ")) "! & $") 0 " : 0 $!'- 2" #$ 8" !&("# >&)* " $ "#&' 8 #% 6 ! 6&!#") #"#& ?" $ & "!' O!? &#*P 2" #$ 8" !$# " $ "#&' 8 #% & #%& POSTER 59 $5# $ &- & 5)# !' "#& 57 &# $2 * 1#$ "* ' >& &'5 # $! $7 & >&' ! $(! # >& 1& 2$ "! &- CHARACTERIZATION OF SOMATOSENSORY PROCESSING IN RELATION TO SCHIZOTYPAL TRAITS IN A SAMPLE OF POSTER 56 NONCLINICAL YOUNG ADULTS
EARLY MALADAPTIVE SCHEMAS AND THEIR 6 0 6A RELATIONSHIP WITH MALADAPTIVE/ADAPTIVE COPING ;0 @- STYLES. ;0 ; 6 0 @6 - 0 ; B0 ;0 K 6 6 0 @ ;
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
$! #%& $5!( %& " K5& # $!!" &%$ # $ - & 5)# $$' * 1#$ 08& & &?" !&'- A &) !" * 2 !' !( 5((& # March 14 Friday, 1" # "))* 511$ # $5!(R 1 &' # $! 8 #% $ & (! 2 "!# 7&##& 7" $ "#$ &! $ * "7 ) # & 8& & " $ "#&' 8 #% ( &"#& $ &)"# $! 7&&! ")"'"1# >& $1 !( "!' 6 #%"! "'"1# >& - 22& &!# ") " $ "# $! " $!( : 2" #$ 2$ 1 * %$ ! $1 !( "!' 6- #%& !$! ) ! ") "!(& 8 )) 7& ' 5 &'-
POSTER 57 POSTER 60
AN EMPIRICAL INVESTIGATION OF MODERATORS AND DEPRESSIVE AND PHYSICAL SYMPTOMS IN YOUNG MEDIATORS OF TRAUMA AND PSYCHOLOGICAL URBAN INDIAN COLLEGE WOMEN DISTRESS A- 6; 0 0 @ - 60A A6 6K B 0 A 0 6 0 0 0 @ 6 0 A;0 - A &> $5 & &" % %$8 #%"# !' "! 8$ &! &?1& &! !( BB 0 '&1 & $! #&!' #$ &?1 & * 1#$ $ "# "))*- % #5'* &?" !&' #%& &)"# $! % 1 7&&! '&1 & $! "!' 1%* ") % 1$ #& 8 )) 1 & &!# '"#" 2 $ " #5'* #%"# !>& # ("#&' * 1#$ ! " 2& ")& " 1)& "# #- J"> & R $))&(& ! 65 7" 0 &)"# $! " $!( & $# $! &(5)"# $!0 # "5 "# &?1& &! & "!' !' "- %&! $!# $)) !( 2$ "(& "!' &) ( $!0 '&1 & $! # "5 " * 1#$ 0 !'25)!& 0 &)2 $ 1" $!0 "!' &H& # $! (! 2 "!#)* 1 &' #&' 1%* ") * 1#$ I M -GEE0 1 R -,- &! # > #* "!' &?" !&' 1$ 7)& &' "#$ $2 #%& &)"# $! % )& #%& & 2 !' !( " & $! #&!# 8 #% 1 &> $5 ) #& "#5 &0 7&&! #*1& $2 # "5 " "!' 1 * %$)$( ") ' # & - $))&(&"(&' 25 #%& & &" % !&&'&' #$ 5!'& #"!' #%& 1& 2 8$ &! 8 #% % #$ & $2 1%* ") # "5 " ME/ "!' &?5") 1 * %$ $ ") : 2" #$ ! #% 1$15)"# $!- # "5 " M. $ 1)&#&' &)2 &1$ # &" 5 & - A &) !" * '"#" 5((& # #*1& $2 # "5 " " & (! 2 "!#)* $ &)"#&' #$ POSTER 61 1 * %$)$( ") ' # & "!' &H& # $! &! # > #* & & (&' " " (! 2 "!# &' "#$ - INFLUENCE OF MARIJUANA AND DEPRESSION ON INHIBITORY CONTROL DURING EMOTIONAL DISTRACTION GE
IN DUALLY DIAGNOSED ADOLESCENTS %& 15 1$ & $2 #% 1 & &!# #5'* #$ &>")5"#& 8%&#%& $))&(& #5'&!# 8 #% " #% " 8%$ &1$ #&' % (%& )&>&) $2 $ "# 6 A0 @ $ 1)" !# ") $ &1$ # $ & $&? # !( 1 * %$)$( ") 2" #$ - 0 @ 0 ;A0 !'&1&!'&!# ##& # "!' % C5" & "!")* & !' "#&' #%"# #%& & A ;0 ; 60 !' > '5") " & &1$ # !( % (%& )&>&) $2 $ "# $ 1)" !# 0 6 0 6 6- A6 $ & "!? &#*0 "!' $ & '" )* !#& 2& &! & 7& "5 & $2 #%& A0 6 ))!& - %& & 2 !' !( 1 $> '& 25 #%& ! (%# !#$ #%& 2" #$ #%"# "* "22& # $))&(& #5'&!# 8 #% " #% " "!' 8%& & !#& >&!# $! '$)& &!# 1" # 1"!# 8 #% 6" H5"!" 75 &O &1&!'&! & ")$!& "* 7& $ # %&)125)- 6@ $ 8 #% 6"H$ &1 & >& $ '& 6@_6 "!' %&")#%* $!# $) 1& 2$ &' " & $# $!") & 1$! & !% 7 # $! #" : POSTER 65 $$$- "'& (! 2 "!#)* 2&8& 15) >& & $ #%"! 6@_6 - (! 2 "!# &22& # $2 & $# $! 8& & 2$5!' ! &" # $! DIFFERENTIAL COGNITIVE REMEDIATION BENEFITS AS A # & ! #%& "!' 6@ ( $51 $!)*- 6@_6 %$8&' )$8& FUNCTION OF AGE IN SCHIZOPHRENIA " 5 " * $>& ")) "!' !$ (! 2 "!# 1" # $2 & $# $!") ' # " # $! $! 1& 2$ "! &- % 1"##& ! 5((& # ! &" &' A0 15) > #* "!' & $# $!") 7)5!# !( ! #%& 6@_6 ( $51- A ; @ A0 6 6- ;B POSTER 62 &2 # ! $(! # >& 25! # $! ! 1&$1)& 8 #% % D$1% &! " " & DO PARENTS MAKE BULLYING WORSE? PEER $ & %")) " : $2 #%& ))!& - $(! # >& & &' "# $! %" 1 $>&' VICTIMIZATION, ANXIOUS THOUGHTS AND PARENTING #$ 1 $>& $ & $2 #%$ & '&2 # - & " &' "# '&#& ! !( #%& STYLE. &22& # $2 "(& ! $(! # >& 1 $>& &!# ! G+ 1"# &!# 8 #% &" )* % D$1% &! " IE+ *$ "!' F+ $)'& 1"# &!# 8 #% % D$1% &! " @ 60 @ ; `E+ *$ "2#& # &"# &!#- $5!(& 1"# &!# 7&!&2 #&' $ & 2 $ 0 @ 6 ;- J 6 $(! # >& & &' "# $! ! 1& 2 $(! # >& " &" 5 % " 8$ : !( 0 A & $ * "!' >& 7") )&" ! !(-
& &?" !&' 8%&#%& )$8 1" &!#") $>& 1 $#& # $! "!' % (% POSTER 66 1" &!#") 8" #% & >& " 1 $#& # >& 2" #$ "!' $'& "#& #%& &)"# $! % 1 7&&! &1$ #&' ! #"! & $2 1&& > # D"# $! "!' DOES HIGH MINDFULNESS PREDICT LOW EXPERIENTIAL 57 &C5&!# "!? $5 "5#$ "# #%$5(%# ! / *&" $)' % )' &!- AVOIDANCE? & 2$5!' #%"# )$8 1" &!#") $>& 1 $#& # $! '$& & >& " " 1 $#& # >& 2" #$ 0 75# #%"# % (% 1" &!#") 8" #% '$& !$# "!' 6; 0 0 @ " #5"))* "11&" #$ 7& " : 2" #$ 2$ #%& '&>&)$1 &!# $2 0 @0 0 "!? $5 "5#$ "# #%$5(%# ! % )' &! 8%$ &?1& &! & 1&& ; 0 @ ; > # D"# $!- 6AA
POSTER 63 6 !'25)!& " $ "#&' 8 #% )$8& )&>&) $2 1 * %$1"#%$)$(*- % &)"# $! &' "#&' 7* &?1& &!# ") ">$ '"! &- $8&>& 0 RELATIONSHIPS AMONG DEPRESSION, SUBSTANCE USE, #%& &)"# $! 7&&! !'25)!& "!' (&!& ") &?1& &!# ") AGGRESSION, AND RISKY SEXUAL BEHAVIORS ">$ '"! &0 " 8&)) " # 1& 2 ' &! $! 0 %" !$# 7&&! 25))* &?1)$ &'- %& 1 & &!# #5'* 2$5!' #%"# % (%& )&>&) $2 ; ; !'25)!& 1 &' #&' )$8& )&>&) $2 (&!& ") &?1& &!# ") ">$ '"! &- 5 #%& $ &0 #% &)"# $! 8" 1& 2 #$ & #" ! ?" !&' #%& $ &)"# $! " $!( '&1 & $!0 57 #"! & 5 &0 ' &! $! $2 &?1& &!# ") ">$ '"! &- 1$ #"!# # &"# &!# "(( & $! "!' :* &?5") 7&%"> $ - # 8" %*1$#%& D&' #%"# 1) "# $! 8& & ' 5 &'- % (% )&>&) $2 '&1 & $! 8$5)' 7& 1$ # >&)* $ &)"#&' 8 #% % (% )&>&) $2 :* &?5") 7&%"> $ 0 "(( & $!0 ") $%$) 5 & "!' ' 5( POSTER 67 5 &- !& %5!' &' "!' #&! 1" # 1"!# "! 8& &' C5& # $!!" & &" 5 !( #%& ' 5( 5 &0 ") $%$) 5 &0 '&1 & >& * 1#$ 0 HOW DO PEER GROUPS INFLUENCE MEN’S MUSCULARITY "(( & $!0 "!' &?5") : #": !( 7&%"> $ - 2#& 5 !( IDEALS? A&" $!R $ &)"# $! $&22 &!# #$ &?" !& #%& &)"# $! % 1 0 #%& & 5)# %$8&' &> '&! & #$ 511$ # #%& %*1$#%& - 6 BB 0 ; ;;0 ; 0 66 POSTER 64 % #5'* !>& # ("#& 8% % $ 1" $! ( $51 !2)5&! & #%& EXAMINING SOMATIC COMPLAINTS, PERCEIVED STRESS, '&>&)$1 &!# $2 &!R 5 5)" #* '&") - & "!")*D&' #%& AND LIMITATIONS IN DAILY FUNCTIONING IN COLLEGE !2)5&! & $2 1&& ( $51 R " #5") 5 5)" #* >& 5 '&") STUDENTS WITH ASTHMA. 5 5)" #*0 "!' &?" !&' #%& !2)5&! & $2 #%& 1&& ( $51 R (&!'& "!' &)"# $! % 1 1 $? #* $! &!R 5 5)" #* '&") - ; 0 6 6 & 5)# !' "#&' #%"# &!R 5 5)" #* '&") " & &)"#&' #$ A #%& 1& &1# $! $2 )$ & ")& "!' 2& ")& 2 &!'R 5 5)" #* 1 &2& &! & $ & $ #%"! ' #"!# 1&& ( $51 R 1 &2& &! & $ GL
1&& ( $51 R " #5") D&- )& : ))&' &"'& #$ ") $ $! #$ 1 $#"($! # R !#&!# $! - %& 2 !' !( " & ' 5 &' ! #& $2 5!'& )* !( ' 22& &! & 7&&! Friday, March 14, 2014 : ))&' "!' )& : ))&' &"'& "!' %$8 57#)& %"!(& #$ #&?# "! "))&> "#& &"' !( '&2 # - 10:30am-11:50am 11:30am - 11:45am Paper Hancock COGNITIVE PAPERS: LANGUAGE A FAMILIARITY-BASED EXPLANATION OF EVIDENCE FOR Friday, March 14, 2014 ORTHOGRAPHIC PROCESSING IN BABOONS (PAPIO 10:30am-11:50am PAPIO)
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" !(& &# ")- E,EN && ") $ B &()& &# ")-0 E,L #"5(%# 10:30am - 10:45am 7"7$$! #$ ' !"#& 8$ ' 2 $ !$!8$ ' ! "! "!")$(5& $2 #%& )&? ") '& $! #" :- %&* " (5&' #%"# 7"7$$! USING SEMANTIC KNOWLEDGE IN PROCESSING " $ 1) %&' #%& ' !"# $! 7* %5 "!) :& $ #%$( "1% ACCENTED SPEECH 1 $ & !(- & %$8 7* 5)"# $! #%"# #%& & 5)# "! 7& !#& 1 &#&' &C5"))* 8&)) " "! &?" 1)& $2 2" ) " #*7" &' @0 6 ' !"# $!0 8 #%$5# & $5 & #$ $ #%$( "1% 1 $ & !(- Friday, March 14, 2014 !& )&? ") '& $! &?" !&' #%& !2)5&! & $2 & "!# 10:30am-11:50am !2$ "# $! ! " &!# "'"1#"# $!- & 5)# &>&") #%"# 1" # 1"!# 8%$ 8& & &?1$ &' #$ " 1& &1#5") )&" ! !( 1%" & ! 8% % 8$ ' Event Beacon Hill 8& & % ! & "!# !2$ "# $! %$8&' 2" #& & $(! # $! $2 " &!#&' 1&& % #%"! 1" # 1"!# 8%$ 8& & &?1$ &' #$ 8$ ' EPAGS WORKSHOP: CSI BOSTON: WHERE PSYCHOLOGY #%"# 8& & 1$>& %&' ! &"! !(- %& & & 5)# " & "! MEETS THE LAW !' "# $! #%"# & "!# !2$ "# $! %&)1 ) #&!& "'"1# C5 :& Friday, March 14, 2014 #$ " &!#&' 1&& %- 10:30am-11:50am
10:50am - 11:05am ; B - @ A EYE MOVEMENT EVIDENCE FOR MISIDENTIFICATION OF WORDS DURING READING CSI BOSTON: WHERE PSYCHOLOGY MEETS THE LAW Friday, March 14 Friday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a #%"# #%& )$8& 2 &C5&! * #" (&# 8$ ' 8" $ &# & #":&! 2$ # % (%& 2 &C5&! * !& (%7$ - Friday, March 14, 2014 12:00pm-1:20pm 11:10am - 11:25am Invited Speaker Statler THE ROLE OF CONTEXTUAL CUES IN MONITORING CAUSAL INFORMATION IN NARRATIVES PSI BETA INVITED KEYNOTE ADDRESS: BERNARDO CARDUCCI @ @- Friday, March 14, 2014 12:00pm-1:20pm
5 !( &"' !( $ 1 &%&! $!0 &"'& $2#&! $! #$ #%& ($") "!' !#&!# $! $2 1 $#"($! # - ?1& &!# %$8&' #%"# : ))&' 6 @ 6 A 75# !$# )& : ))&' &"'& 8& & "1"7)& $2 $! #$ !( 1 $#"($! # R !#&!# $! #$ " $ 1) % " ($")- ?1& &!# E '& $! # "#&' #%"# "'' !( " & ! #"#& &!# &!#&! & &!"7)&' ASK NOT WHAT YOUR PSYCHOLOGY DEGREE CAN DO GG
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Friday, March 14, 2014 Friday, March 14, 2014 12:00pm-1:20pm 12:00pm-1:20pm Event Beacon Hill Poster Imperial Ballroom EPAGS WORKSHOP: THE TO-DOS AND NOT TO-DOS OF COGNITIVE POSTERS GIVING A PROFESSIONAL PRESENTATION Friday, March 14, 2014 Friday, March 14, 2014 12:00pm-1:20pm 12:00pm-1:20pm
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POSTER 1 THE TO-DOS AND NOT TO-DOS OF GIVING A PROFESSIONAL PRESENTATION THE RELATIONSHIP BETWEEN INTELLIGENCE AND POST @ ; 0 FORMAL THOUGHT WHEN MOTIVATION IS CONTROLLED 6 6 0 0 @ >& 8$!'& %$8 #$ 15# #$(&#%& #%& 1& 2& # 1 & &!#"# $!I >& # #% $5(% "! "7 $)5#&)* #& 7)& 1 & &!#"# $! "!' 8 % #%& & &" %& %*1$#%& D&' #%"# #%& & 8$5)' 7& " 1$ # >& 1 & &!#& %"' :!$8! "7$5# #% &>&!#I %"# %$5)' *$5 $ &)"# $! 7&&! K $ & 0 1$ #2$ ") #%$5(%#0 "!' A$8& A$ !# )$$: ) :&I # "11 $1 "#& #$ 5 & 1 #5 & I $8 $# >"# $!- A" # 1"!# $! #&' $2 G 5!'& ( "'5"#& #5'&!# 5 % %$5)' 7& $! *$5 ) '& >& 5 ! *$5 !$#& I % &>&!# 2 $ $8 $! ! >& #*- A" # 1"!# 8& & ( >&! "! !2$ &' 8 )) ( >& *$5 $ & # 1 $! %$8 #$ 7$$ # *$5 1 & &!#"# $! : )) a $! &!# "!' '& $( "1% C5& # $!!" &- A" # 1"!# $ 1)&#&' GF
" 1 & #5'* $# >"# $! C5& # $!!" &0 " 1$ # 2$ ") #%$5(%# THAT'S A WRAP: HOW WRAPPER COLOR AFFECTS CANDY 5 >&*0 #%& "77 &> "#&' #& #0 "!' " 1$ # #5'* $# >"# $! FLAVOR EXPECTATIONS AND PERCEPTIONS C5& # $!!" &- & 5)# %$8&' " (! 2 "!# $ &)"# $! 7&&! $# >"# $! "!' K $ & 0 75# !$ (! 2 "! & 7&&! 1$ # - B 0 0 6 @6 B0 2$ ") #%$5(%# "!' !#&)) (&! &- ;0 0 B B 6 0 66 POSTER 2 ;
RE-EXPLORING THE LINK BETWEEN SAD MOOD AND %& $)$ $2 " "!'* 8 "11& "5 & &?1& #"# $! $! & ! !( MUSIC PREFERENCE #%& #" #& $2 " "!'*- )#%$5(% 2)">$ &?1& #"# $! " & ")#& &' 7* #%& 8 "11& $)$ 8& 2$5!' !$ &22& # $2 #%& $)$ $2 #%& 8 "11& 60 - $! #%& '&!# 2 "# $! $2 #%& 2)">$ $2 " 15! 5(" "!'* 8 #%$5# 0 "''&' 2)">$ - %& & 8" ") $ !$ &22& # $2 #%& $)$ $2 #%& 8 "11& $! ) : !( $2 #%& 2)">$ 0 $ 1& & >&' !#&! #* $2 #%& 8&&#!& "!' ? &?1& &!# 8& & $!'5 #&' #$ & # 2* &#%$'$)$( ") 2)">$ $2 #%& "!'*- %$ # $ !( $2 1 $ #5' & "!' &)5 '"#& #%& 1" # $2 "' $$' $! 5 1 &2& &! &- & 5)# $! #&!#)* 5((& #&' #%"# POSTER 6 !' > '5") ! "'0 &)"# >& #$ %"11* $ !&5# ")0 $$' 8& & ">& & #$ ) #&! !( #$ &?1 & >&)* %"11* $!( 0 "11" &!#)* $5# $2 INFLUENCE OF NATURE AND AFFECTIVE STATE ON THE $! & ! #%"# %$$ !( 5 % $!( 8$5)' 2&&) !"11 $1 "#& "!' RESTORATION OF ATTENTION 2" ) #$ 1 $>& #%& & $# $!") #"#&- 1) "# $! $2 #%& & 2 !' !( 2$ #%&$ & $2 &)& # >& &' " &?1$ 5 & "!' & $# $! &(5)"# $! @ 0 0 @ " & ' 5 &'- @ 6 A
POSTER 3 # :!$8! #%"# 8%&! 2" &' 8 #% ($ $5 "!' $!# !5$5 # 5)"# $! "##&!# $! '&#& $ "#& - % '&1)&# $! "! )&"' #$ CRITICAL THINKING INSTRUCTION: CONNECTIONS TO !" 5 " *0 1$$ C5") #*0 "!' " &)& !& ! 8$ :- # DIVERGENT REASONING APPROACHES AND ATTITUDES %*1$#%& D&' #%"# &! $5!#& !( !"#5 & $ > &8 !( "(& $2 TOWARDS PSEUDOSCIENCE !"#5 & "! &1)&! % $!&R "##&!# $! "7 ) # & - %& 15 1$ & $2 $5 #5'* 8" #$ %$8 #%"# !"#5 & &## !( %">& " & #$ "# >& &22& # ; 0 6B0 0 ; $! "##&!# $!- & ") $ $ 1" &' & #$ "# $! $2 "##&!# $! ! 6; 1$ # >&0 !&("# >&0 "!' 5 7"! $!' # $! -
#5'&!# R 7&) &2 $! & ! !( 1 &5'$ &! &0 "!' #%& 1 &2& &' POSTER 7 1 $7)& $)> !( $(! # >& #*)&0 8& & " & &' "# #%& #" # "!' &!' $2 " $5 & 2$ 5 !( $! # "))* &>")5"# !( 5 % SIGNS ARE SYMBOLS: EVIDENCE FROM THE STROOP 1%&!$ &!"- & 5)# %$8&' #%"# !' > '5") 7& " & TASK ! &" !()* $ & :&1# ") #$8" ' &!# 2 "))*C5& # $!"7)& &>&!# $>& # &0 75# #%&* " !#" !&' "! "5#$ "# O !#5 # >& 6 A0 $(! # >& #*)& " $ #%& &!# & #& - (%& $5 & ( "'& 0 %$8&>& 0 8& & " $ "#&' 8 #% " '&) 7& "#&O &2)& # >& $(! # >& #*)&0 75# !$# "!* 1" # 5)" :&1# 2$ $ 7&) &2 ! 1$:&! 8$ ' " & * 7$) 0 $! # !( $2 " 7 # " * 2$ &"! !( 1 &5'$ &! &- 1" - 6$ &$>& 0 "! &! $5!#& 8 #% " 8$ 'R 2$ "5#$ "# "))* " # >"#& # &"! !( & 1& # >& $2 #" : '& "!' M " )" (& POSTER 4 # $$1 ) #& "#5 & "##& # #$ #% 2" #- & &0 8& 5 & # $$1) :& !#& 2& &! & ! & "! (! "!(5"(& #$ '& $! # "#& #%& I REMEMBER THAT PHOTO!: MISTAKENLY CLAIMING TO * 7$) "1" #* #$ ) !: ) !(5 # 2$ "!' &"! !( "! HAVE SEEN PHOTOS THAT ARE CONSISTENT WITH ONE'S " $'") 1 $1& #* $2 #%& )"!(5"(& * #& - ORIGINAL EXPERIENCES POSTER 8 6 0 - ; MEMORY FOR DISTINCTIVE ITEMS MAY DEPEND ON PRESENTATION RATE % #5'* &?" !&' 8%&#%& 1%$#$ 2 $ "! 5! &)"#&' #" : "! !2)5&! & & $ * 2$ 8%"# 8" $ ( !"))* &?1& &! &'- & 5)# 6 @ 0 ;6 6- 0 6 A 0 %$8&' #%"# 8%&! 1%$#$ $!#" ! !( '&#" ) !$# " #5"))* A 6 0 0 &!# $!&' ! " #$ * 8& & &! $5!#& &' )"#& $! "! 5! &)"#&' @ #" :0 1&$1)& & $!&$5 )* )" &' #%"# " 1%$#$ %"' " $ 1"! &' #%& #$ * $>& +,T $2 #%& # & "!' 8& & $ & ) :&)* #$ )" #$ %& $)"# $! &22& # 1 $>&' & $ * 2$ #& #%"# ' 22& 2 $ %">& &"' #%"# '&#" ) ! #%& #$ * #%"! 2 #%& & 8" !$ 1%$#$ #%& $!#&?#- $ & & &" % 5((& # #%"# & "!# $)"#& &! $5!#& &'- (%# &C5 & ( &"#& 1 $ & !( #%"! 1%* ") $)"#& "7 "! P $! % !0 ..+- %& 5 &!# &?" !&' #%& !2)5&! & $2 POSTER 5 1 & &!#"# $! "#& $! 1%* ") "!' & "!# $)"# $! &22& # - # #%& 2" #& # "#& 0 & "!# $)"#& 8& & & "))&' 8$ & #%"! GQ
$!# $) - $!>& &)*0 1%* ") $)"#& 8& & 7&##& & "))&' "# ")) 6 "#& - % 5((& # #%"# & "!# $)"#& &C5 & ( &"#& 1 $ & !( #%"! 1%* ") $)"#& - ! #%& &22& # &)"# >&)* ")) !5 7& " & 1 $ & &' 2" #& 8%&! & 1$! & :&* " & $! #%& )&2# "!' &)"# >&)* )" (& POSTER 9 !5 7& " & 1 $ & &' 2" #& 8%&! & 1$! & :&* " & #$ #%& (%#- ! #% #5'* 8& 5! $>& &' " ) :& &22& # ! D& GRIT AND HABITS OF MIND: SELF-PERCEPTIONS ACROSS 1& &1# $! #%"# 1& #&' &>&! 8%&! D& 8" &)&>"!# #$ #%& ACADEMIC AND NON-ACADEMIC CONTEXTS #" :- %& & 5)# &?#&!' #%& !$# $! $2 ' & # $!") 1"# ") &1 & &!#"# $! 2 $ !5 7& #$ "(! #5'& "!' 1)* #%"# #% ; 0 6B0 0 !2$ "# $! "5#$ "# "))* " & &'- POSTER 13 $))&(& #5'&!# 8 #% $ 8 #%$5# '$ 5 &!#&' )&" ! !( ' "7 ) # & 1 $> '&' &)2" & &!# $2 # "!' "7 # $2 6 !' PERFORMING A WORKING MEMORY TASK PRIOR TO GRE &)"# >& #$ " "'& "!' !$!" "'& #" : - "7 ) #* #"#5 ELIMINATES STEREOTYPE FIT EFFECTS ' ' !$# 1 &' # "!* ' 22& &! & ! #%& " & &' 2" #$ 0 ")#%$5(% #" : 1& &>& "! & 8" "#&' " # $!(& #%"! $!&R "7 ) #* #$ - 660 A ;0 @ 0 @ 8$ : $! #&!#)* 7$#% ! "!' $5# $2 #%& )" $$ - 5 #%& $ &0 0 B B 0 J 0 #5'&!# "8 #%& &)>& " " !#" ! !( 7&##& !#&))& #5") : )) ; @ 8%&! &!("(&' ! !$!" "'& 8$ : "#%& #%"! " "'& #" : - #& &$#*1& " # >"#& &(5)"#$ * 2$ 5 #"#& 0 8% % !#& " # 8 #% POSTER 10 &!> $! &!#") &8" ' # 5 #5 & - '>"!#"(&$5 1" !( -&-0 #& &$#*1& 2 # !&("# >& #& &$#*1& 8 #% )$ & 0 1$ # >& PSYCHOLOGICAL/SOCIAL FACTORS ARE NOT ROBUST #& &$#*1& 8 #% (" ! %">& 7&&! %$8! #$ 7&!&2 # "#% #& # PREDICTORS OF FACE RECOGNITION BIASES 1& 2$ "! & &# ")-0 E,,.- & &?" !&' 8%&#%& $ 1)&# !( "#% $ &"' !( 8$ : !( & $ * #" : 1 $ #$ @ 6 0 B A 6 "! 8& !( "#% 1 $7)& 8$5)' !2)5&! & #& &$#*1& 2 # &22& # - !#& & # !()*0 8& 2$5!' #%"# &!("( !( ! " 8$ : !( & $ * #" : 1 $ #$ #%& &) !"#&' #& &$#*1& 2 # &22& # - %& & " & &>& ") #*1& $2 2" & & $(! # $! 7 " & 5 % " #%& $#%& " & $ $8!"(& 7 " - !( $51 2" & " & & & 7& &' POSTER 14 7&##& #%"! $5#( $51 2" & - ! &?1)" ! !( #%& & 7 " & 0 #%& "#&($ D"# $! !' > '5"# $! 6$'&) ":& 1 &' # $! 7" &' $! PREFERENCE FOR VISUAL ART AS A FUNCTION OF 1& &1#5") &?1& &! & " 8&)) " 1 * %$)$( ")O $ ") 2" #$ COGNITIVE EFFORT 5(&!7& ( &# ")-0 E,,- & #& #&' "!' 8& & 5!"7)& #$ 2 !' " 7 " 8 #% #% && 1 * %$)$( ")O $ ") 2" #$ - # "* 7& #%"# @ 6 J0 0
1%* ") %" " #& # 5 % " " & $ "(& " & $ & $75 # 6 0 0 0 March 14 Friday, 1 &' #$ $2 & $(! # $! 7 " & - ; A @
POSTER 11 A" # 1"!# > &8&' " # # 1%$#$( "1% "!' " "!(&' #%& 1%$#$( "1% ! $ '& $2 1 &2& &! &- 5 !( #%& 1 &2& &! & #" :0 THE COMPLEX RELATION BETWEEN HANDEDNESS, $(! # >& &22$ # 8" "! 15)"#&' > " ! # 5 # $! "& #%&# MAGICAL IDEATION, AND GENDER >& 5 1 "( "# "!' 2" ") V & $>&'W $!# " # $! $2 #%& $ 5("#$ 5 )& $ !&5# ") &?1 & $!- %& & 5)# !' "#&' " 0 AA ; # &!' #$8" ' 1%$#$( "1% 7& !( "#&' " 1 &2& &' $ & 8%&! A $(! # >& &22$ # 8" ( &"#& -
%& & %" 7&&! $ & '&7"#& " %$8 #$ 7& # &" 5 & POSTER 15 %"!'&'!& 0 8 #% #%& $ 1&# !( 1 &2& &! & 7& !( ' & # $! >& 5 '&( &&- %& 5 &!# "!")* "##& 1#&' #$ ' $>& 2 SCARCITY AND OVERBORROWING: A TEST OF &" 5 !( %"!'&'!& ! #& $2 '&( && 1 $'5 & (! 2 "!#)* ALTERNATIVE EXPLANATIONS ' 22& &!# & 5)# " $ 1" &' #$ &" 5 !( %"!'&'!& ! #& $2 ' & # $! #$ 1 &' # $ & $! "( ") '&"# $!- & 5)# ; 6- 6 0 JA 6 A !' "#& 7$#% &" 5 & &1) "#& 1 &> $5 2 !' !( 75# '&( && 1 $'5 & # $!(& $ &)"# $! - ! "'' # $!0 #% &)"# $! 8" ;0 6 @- - 6A ; '&1&!'&!# $! (&!'& -
POSTER 12 1$>& %&' !' > '5") &!("(& ! "# $!") 7&%"> $ #%"# &?" & 7"#& #%& 1$>& #*- %"%0 65))" !"#%"! "!' %"2 E,E SNARC EFFECT IN JUDGMENTS OF SIZE: EVIDENCE FOR &?1)" ! #% 7&%"> $ 7* )" !( #%"# " #* "5 & !' > '5") AUTOMATIC ACCESS TO SPATIAL REPRESENTATION OF #$ 2$ 5 "##&!# $!") & $5 & #$ $ & " 1& # $2 " 1 $7)& #$ MAGNITUDE #%& '&# &!# $2 $#%& - & &0 8& #& # 2$5 ")#& !"# >& &?1)"!"# $! 2$ #%& & 5)# 1& $!") #* 2" #$ 0 1&&'" 5 " * @ 6 0 A # "'&$220 "##&!# $!") *$1 " "!' #" : '& "!' - 5 2 !' !( ;B0 G/
' $5!# #%& 2 # #% && $2 #%& & ")#& !"# >& "!' )&!' $ & ") $%$) ' !: ! " 2 &&1$5 1" "' ( - %& 1 & &!# #5'* 511$ # #$ #%& "##&!# $!") &!("(& &!# &?1)"!"# $!- $ 1" & 1& 2$ "! & ! " 2 &&1$5 1" "' ( #$ "! "!")$($5 2 &&' "8 1" "' ( ! 8% % 1" # 1"!# & # "#& #%& )&!(#% $2 POSTER 16 &>& *'"* $7H& # 7* ' "8 !( ) !& $! # 1 $2 1"1& - A" # 1"!# $>& 1$5 &' #"!'" ' ' !: !#$ &>&! $2 ! !& >& &) 0 75# IS FIRST-LANGUAGE SYNTAX SUSCEPTIBLE TO 5!'& & # "#&' )&!(#% $! 2 >& $2 ! !& # 1 $2 1"1& - & SECOND-LANGUAGE INFLUENCE WITHOUT TIME $! )5'& #%"# $>& 1$5 !( !$# '5& #$ " (&!& ") 1& &1#5") PRESSURE? 7 " -
6 ; 0 6 0 POSTER 20 A A WHY ARE GROUPS MORE SELFISH THAN INDIVIDUALS IN ) !(5") "* %$8 "! !2)5&! & $2 #%& & $!' )"!(5"(& E THE DICTATOR GAME? *!#"? ! #%& 2 # )"!(5"(& 5 &- # %" 7&&! " (5&' #%"# E *!#" # !2)5&! & $! $ 5 $!)* '5 !( 1 $'5 # $! '5& #$ A 0 A6 # & 1 & 5 &- & %"' ;$ &"! !() % 7 ) !(5") ":& ( " "# ") #* H5'( &!# 2$ ;$ &"! "!' !() % 8$ ' # !( >" * !( ! ( " "# ") #*0 7$#% 8 #% "!' 8 #%$5# # & 1 & 5 &- E A &> $5 & &" % '& $! # "#& #%"# ( $51 " & $ & !2)5&! & 8" $7 & >&' ! 7$#% $!' # $! 0 5((& # !( #%"# E &)2 !#& & #&' #%"! !' > '5") - %& 5 &!# &?1& &!# 5 &' " *!#" # !2)5&! & !$# $!)* " 1 $'5 # $! 5&- ' #"#$ (" & #$ #& # " $ ") " $5!#"7 ) #* & %"! 2$ #%& ( $51 !' > '5") ' 22& &! &- #5'&!# 1" # 1"!# M+G 8& & POSTER 17 "!'$ )* " (!&' ! " E &&! $51 > - !' > '5") ? E #% ! $5!#"7 ) #* '& (!- $51 8& & !$ $ & THE EFFECT OF VIDEO GAMES ON WORKING MEMORY &)2 !#& & #&' #%"! !' > '5") 0 $!# " * #$ 1 &> $5 ) #& "#5 &- AND SPATIAL COGNITION $8&>& 0 $ 1" &' #$ 1 * %$)$(* #5'&!# 0 & $!$ #5'&!# 8& & $ & &)2 % "!' $ & "22& #&' 7* #%& " $5!#"7 ) #* @ 6 0 ; 0 J 6 0 "! 15)"# $!- 0 A ;0 B - POSTER 21
! #%& 5 &!# #5'*0 & &" %& # " !&' , 1" # 1"!# $! #8$ THE DEVELOPMENT OF THE EFFECTS OF EMOTION ON ! (" & '& (!&' #$ 1 $>& $(! # >& "7 ) # & "!' "!$#%& NUMERICAL ESTIMATION ABILITIES , 1" # 1"!# $! " 2 #1& $! 15DD)&1)"#2$ > '&$ (" & 2$ " #$#") $2 2 >& %$5 - &2$ & "!' "2#& # " ! !(0 1" # 1"!# 8& & 6 0 6 0 &C5 &' #$ #":& &>& ") &" 5 & #& # !( 8$ : !( "!' 1"# ") $(! # $!- %& & 5)# 5((& #&' #%"# 1" # 1"!# ! #%& > '&$ (" & $!' # $! 1 $>&' #%& 1"# ") $(! # $! "7 ) # & & &!# & &" % %" %$8! #%"# " # >"# $! $2 & $# $! "! )&"' #$ $! '& "7)*0 75# !$# #%& 8$ : !( & $ * "1"7 ) # & - %"!(& ! !5 & ") 1 $ & !( ! "'5)# -&-0 !5 7& 5!'& & # "#&' 2$))$8 !( & $# $!") 2" & &)"# >& #$ !&5# ")- ! POSTER 18 #% #5'*0 8& !>& # ("#&' #%& &22& # $2 & $# $!") # 5) %"11* 2" & >& 5 !&5# ") 2" & $! !5 & ") & # "# $! ! % )' &! THE TESTING EFFECT AND NEGATIVE TRANSFER "(& + "!' "'5)# - & 5)# !' "#&' #%"# & $# $! 1 $>&' #%& " 5 " * $2 !5 & ") H5'( &!# )" )* ! % )' &! "!' 0 0 66 ; "'5)# 0 5((& # !( #%& & !5 & ") ' #$ # $! " & &" )* ! A '&>&)$1 &!#-
&# &>") 1 " # & &22& # 8& & #& #&' ! " 8%$)&#$1" # # "! 2& POSTER 22 1" "' ( - A" # 1"!# )&" !&' " +,8$ ' ) # $ 1 !( , #"?$!$ "#&($ & "!' #%&! " E+8$ ' ) # $ 1 !( + DIFFERENTIAL RECOGNITION OF FAMOUS AND "#&($ & - %& & $!' ) # $!#" !&' & #%& !$>&) 8$ ' $ NON-FAMOUS FACES IN THE INVERSION PARADIGM 8$ ' 2 $ #%& 2 # ) #- && & ")) $2 #%& & $!' ) # 8" 1" &' 8%&! 7$#% ) # %" &' 8$ ' "!' 8" 2" ) #"#&' 7* @ 0 B0 6 &# &>") 1 " # & $! #%& 2 # ) #- %& & &22& # 8& & &' "#&' 7* B 6 #%& '&( && $2 )5 #& !( ! 2 && & "))- % #5'* &?#&!' & &" % $! #%& ' 22& &! & ! & $(! # $! $2 POSTER 19 2" $5 "!' !$!2" $5 2" & - &1) "# !( 1 &> $5 & &" %0 & $(! # $! $2 !$!2" $5 2" & (! 2 "!#)* 7&##& 2$ 51 (%# TO POUR OR NOT TO POUR: ALCOHOL OVER-POURING 2" & //T #%"! !>& #&' 2" & Q+T- % !>& $! &22& # 8" EFFECT IN COLLEGE STUDENTS ( &"#)* &'5 &' 2$ 2" $5 2" & 8 #% !>& #&' 2" & 7& !( & $(! D&' !&" )* " 8&)) 51 (%# 2" & //T "!' .ET 6- 0 @ - 6 J & 1& # >&)*- %& & & 5)# 5((& # #%"# 2" $5 2" & " & 1 $ & &' $ & ) :& $7H& # 8% % " & " $ "#&' 8 #% " &'5 & !>& $! &22& #- !' > '5") #&!' #$ $>& & # "#& #%& >$)5 & $2 #"!'" ' G.
POSTER 23 *1 ") "( !"# $! !2)"# $! &22& # 1 $ &'5 & ! )5'& #% && ENDOGENOUS AND EXOGENOUS ATTENTION 2" &#$2" & & $! 7&&! & &" %& "!' 1" # 1"!# " ALLOCATION IN A REPEATED TESTING MISINFORMATION 1 &#& # 2& >&!# !>&!#$ * 0 "(& * &?& & 0 "!' " PARADIGM. 1$ ##& # - & "' ! #& &' #%& $!) !& "!' $ 1" &' #%& $!) !& "# !( #$ "# !( 2 $ " 2" &#$2" & A 6- 0 6 - 0 ;- "' ! # "# $!- & 5)# 5((& #&' !$ (! 2 "!# ' 22& &! & ! 6 0 @ - "# !( 7" &' $! "' ! # "# $! 2$ "#- 5#5 & #5' & $5)' ; 1$#&!# "))* "' ! #& #%& $!) !& 2$ #%& 2 # "!' #% ' 1%" & 0 '& &" !( 1" # 1"!# $ # &!# #$ $!& 2" &#$2" & & $!- $ '$! "!' %$ " E,L 2$5!' #%"# #": !( " #& # "2#& 8 #!& !( "! &>&!# )&' #$ ! &" &' "##&!# $! "!' )&" ! !( $2 POSTER 27 )&"' !( 1$ #&>&!# !2$ "# $!- & 25 #%& #& #&' #%& "##&!# $! "))$ "# $! %*1$#%& 7* &?$(&!$5 )* ' & # !( "##&!# $! #$ INDIVIDUAL DIFFERENCES IN INTENTIONAL RHYTHMIC 1$ #&>&!# !2$ "# $!- ?$(&!$5 "##&!# $! ' & # $! 8" SYNCHRONY $ 1" &' #$ #%& &!'$(&!$5 5 !( ! #"!# "#&' 7* ! # ") #& # !(- $#% "! 15)"# $! & 5)#&' ! "! &!%"! &' !2$ "# $! ; 0 &22& #- $8&>& 0 & 5)# ") $ 5((& # ' 22& &!# 5!'& )* !( J A- 6 6 0 & %"! "# 1)"* ! #%& &?$(&!$5 "!' &!'$(&!$5 "##&!# $! 0 ; 6 ( $51 - & $ 1" &' %*#% ' !"# $! "!' 1 $'5 # $! "7 ) #* ! F, POSTER 24 1" # 1"!# - A" # 1"!# %$$: " " " " ! # & 8 #% #& %!$ 5 0 " &# $!$ & 7$#% $ % $!$5 "# E/ A60 "!' "2#& USING EMOTIONAL AND NON-EMOTIONAL GO-NOGO #%& &# $!$ & &" &'0 "!' #$$: " #"!'" ' #& # $2 %*#% TASKS TO UNDERSTAND ADOLESCENT COGNITIVE ' !"# $! "7 ) #* $ '$!0 ./.- #"7 ) #* $2 %*#% CONTROL. 1 $'5 # $! ! #%& #% && $!' # $! 8" % (%)* $ &)"#&' "!' 5! &)"#&' #$ %*#% ' !"# $! "7 ) #*- 7 ) #* #$ *! % $! D& 6 0 6 6 6A #$ " 7&"# !$# 1 " )* " 1 $'5 # $2 "7 ) #* #$ 1& & >& %*#% - 0 @ 6 6A POSTER 28 & &!# & &" % 5((& # #%"# "'$)& &!# 15) & $!# $) "* 7& $ & 5 &1# 7)& #$ & $# $!") !#& 2& &! & #%"! #%"# $2 "'5)# RELATIONS AMONG TEMPERAMENT, SELF-REGULATORY "!' % )' &!- $ 25 #%& &?1)$ & #% #$1 0 8& !>& # ("#&' STRATEGIES AND GENDER IN PREDICTING DELAY OF 1& 2$ "! & ! & $# $!") "!' !$!& $# $!") >" "!# $2 #%& GRATIFICATION ($!$($ #" : " $!( " $%$ # $2 "'$)& &!# 1" # 1"!# - & 5)# &>&")&' " )" (& 1& 2$ "! & '&2 # $! #%& & $# $!") ($!$($ 0 6- A B0 -
#" : $ 1" &' #$ #%& !$!& $# $!") ($!$($ #" :- 5 #%& 0 0 - March 14 Friday, & 5)# !' "#&' #%"# '&2 # ! #%& & $# $!") 75# !$# !$!& $# $!") #" : "* 7& &)"#&' #$ &)2 &1$ #&' 15) > #*- % #5'* &?" !& #%& " $ "# $! 7&&! #& 1& " &!# "!' POSTER 25 #%& # "#&( & " % )' 5 & #$ &)2 &(5)"#&- 6$#%& &1$ #&' $! % )' &!R #& 1& " &!# "!' " $' 2 &' >& $! $2 #%& &)"* $2 CAN’T LOOK AWAY: EYE MOVEMENT EFFECTS OF "# 2 "# $! #" : 8" 5 &'- & 5)# %$8&' #%"# " % )'R EMOTION ON ATTENTION AND MEMORY #& 1& " &!# $5)' "22& # 8% % # "#&( & " % )' & 1)$*&'- # > #* #& 1& " &!# &' "#&' #%& &22& # 7&&! (&!'& "!' - 0 B - '&)"* # &- !"))*0 &>& ") !#& " # $! &22& # 7&&! ; #& 1& " &!# "!' & #" ! # "#&( & ! 1 &' # !( '&)"* # & 8& & 2$5!'- % #5'* " &' #$ '&#& !& #%& 1" # $2 & $# $! $! "##&!# $! "!' " $ "# >& & $ *- *& $>& &!# 8& & & $ '&' " POSTER 29 1" # 1"!# #5' &' & $# $!") "!' !&5# ") &!& 8 #% 2" & 51& 1$ &' $! #%& 0 "!' E $ 1)&#&' " & $(! # $! #& # $! EFFECT OF EMOTION REGULATION AND INFORMATION #%& & $ * "!' "#&' #%& $!2 '&! &- & 5)# 5((& # #%"#0 MODALITY ON RECALL OF NEGATIVE EVENTS ")#%$5(% #%& & 8" !$ ' 22& &! & ! " $ "# >& & $ * " 5 " *0 & $# $!") ") &! & "22& # "##&!# $! "))$ "# $! "!' E ; 0 #%& C5") #* $2 " $ "# >& & $ *- 0 @ K 0 @6 6 0 POSTER 26 0 @ ; 6 FACE-TO-FACE IN THE AGE OF TECHNOLOGY? LIFE EVENTS SURVEYS ONLINE A &> $5 & &" % %" %$8! #%"# > '&$ # 5) 8" 7&##& & & 7& &' 7* !' > '5") 8%$ ' ' !$# &!("(& ! &?1 & >& @ ;0 - 0 6 511 & $! %$8&' !$ & $# $! 8% )& 8"# % !( # %" ' P ; 6 $ 0 E,,,- !( " ?&' &#%$' '& (! #% #5'* +,
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� 1" # 1"!# "#&' # THAN OTHER PEOPLES' 25! # $! ' & # >&0 &)2 ! (%#0 &! & ": !(0 $ ")- $ "(& &22& # $ 5 &' "'5)# $! #&!#)* (">& #%& % (%& # 25! # $! - 0 A 6- ; 0 A - "# !( 2$ &! & ": !(N &)2 ! (%# "!' ' & # >& 8& & 0 6 A- 60 (! 2 "!#)* )$8& 75# !$# ' 22& &!# 2 $ &" % $#%& N $ ") 25! # $! 8" (! 2 "!#)* )$8& *&#- %& '"#" $!# " # 8 #% '&>&)$1 &!#") # &!' ! #%& "5#$7 $( "1% ") & $ * ) #& "#5 &- #5'&!# & # "#&' #%& $1&! !'&'!& "!' %$8 8&)) #%&* 1& 2$ &' $! " # ") #% !: !( #& # $ 1" &' #$ #%& ">& "(& POSTER 31 #5'&!# ! #%& )" - & 5)# %$8&' #%&* H5'(&' #%& &)>& " (! 2 "!#)* $ & $1&! !'&' #%"! #%& )" "#& 75# " SYMPATHETIC MAGICAL THINKING AFFECTS 1& 2$ !( (! 2 "!#)* 8$ & #%"! #%& ">& "(& #5'&!# $! #%& DECISION-MAKING ABOUT ANIMATE TARGETS # ") #% !: !( : )) #& #- % !' "#& " 7&##& #%"! ">& "(& &22& # 2$ 57H& # >& "# !( $2 " # ") #% !: !( ' 1$ # $! 75# " - 0 B - A I 6 8$ & #%"! ">& "(& &22& # 2$ # ") #% !: !( : )) 1& 2$ "! &- POSTER 34 & 2$5!' #%"# $!#"( $!0 " 2$ $2 * 1"#%&# "( ") #% !: !( 1 &> $5 )* %$8! #$ "22& # '& $! ": !( "7$5# !"! "#& DIGITAL STROOP: ASYMMETRY AND KURTOSIS #" (&# 0 ") $ "22& # '& $! "7$5# "! "#& #" (&# % )' &! INCREASES DISCRIMINATION BETWEEN HEALTHY AND "!' '$( - A $> ' !( !&("# >& !2$ "# $! "7$5# 1" &!# $ SLOWER SUBJECTS. $8!& "'& #%& #" (&# )& '& "7)& '& 1 #& $#%& 8 & )" 1& $!") #* "!' 1%* ") '& 1#$ - $8&>& 0 5 % "( ") 6 0 @ 6 A0 @ 0 #% !: !( && &' #$ 7& $'& "#&' 7* " 1 #* &22& # ! #%"# 6 B 6 0 $!#"( $! 8" )& 1 $!$5! &' 2$ "! "#& #" (&# #%"! 2$ B 0 B !"! "#& #" (&# - ( # # $$1 " 1 &")1%"7&# #& # 7" &' $! !5 & ") $! &1# POSTER 32 ! 2$5 #5"# $! #%"# $ 1" & '& $' !( "!' & "!# " & C5"!# 2 & !&5 ") 1&&' 7$#% #% $5(% #%& )$81"#% $2 1& &1#5") USING A TRI-STABLE REVERSIBLE FIGURE TO REVEAL !" !( &" # $! 1" # E0 "!' #%& % (%1"#% $2 1 &2 $!#") BOTTOM-UP AND TOP-DOWN PROCESSES %$ & 0 !#& 51# $! "!' &' & # $! 1" # LG- ' ! #& &' #$ G "D ) "! $>& #%& "(& $2 Q, %&")#%*0 )D%& & R 0 6 0 6- "!' '&1 & &'0 $ & $ 1" & #8$ (! 8% #& "##& &)"#&' 1&&' $2 1 $ & !(N "!' 1 $ & !( 2" )5 & -
% && &?1& &!# ! "! $!($ !( 1 $( " $2 & &" % 8 #% " !&8 POSTER 35 # #"7)& &>& 7)& 2 (5 & " & '& 7&'- %& 2 # &?1& &!# &>&")&' #%"# $7 & >& 1 &2& &' #$ * )& #% $5(% ")) #% && MONEY MAKES CHANGE: FACTORS THAT INFLUENCE !#& 1 &#"# $! $2 #%& 2 (5 & "#%& #%"! "!'$ )* % 2# !( " $!( DONATIONS DECISIONS #%& #% && !#& 1 &#"# $! '5 !( " > &8 !( 1& $'- ?1& &!# E "!' L '& $! # "#&' #%& ' 22& !( &22& # $2 1 &&?1$ !( 6 6 0 66 0 $7 & >& #$ "! 5!" 7 (5$5 ")#& !"# >& 2$ 7 &2 $ )$!( 0 ; A 0 '5 "# $! 0 8 #% #%& 2$ & 1 $'5 !( 1 !( "!' #%& )"##& &>& & 1 !( "'"1#"# $!- % &?1& &!# &?1)$ &' #8$ 2" #$ #%"# !2)5&! & $!&#" * POSTER 33 '$!"# $! #%& " $5!# $2 $!&* ">" )"7)& 2$ '$!"# $! b+ $ bE, "!' #%& '$!"# $! #" (&# $ ("! D"# $! $ !' > '5") 1& $!- AGE-RELATED DIFFERENCES IN VISUAL FIXATION & 2$5!' " " ! &22& # $2 #" (&# " 1 &2& &! & #$ '$!"#& #$ "! PREFERENCES TO EMOTIONAL STIMULI: THE ROLE OF $ ("! D"# $! #%"! #$ "! !' > '5")0 "!' " (! 2 "!# !#& " # $! 2$ INDIVIDUAL DIFFERENCES IN REAPPRAISAL ABILITY >5)!& "7)& 1$15)"# $! %$ &)& % )' &! "!' 1&$1)& 8 #% #& !") ))!& & " 1 &2& &! & #$ '$!"#& b+ #$ "! $ ("! D"# $! +
75# bE, #$ "! !' > '5")- 0 A A 0 6 POSTER 36
DOES HANDEDNESS MEASURE BRAIN ORGANIZATION OR %& "! " * &22& # &2& #$ #%& 2 !' !( #%"# & $ * SIMPLY BIAS? 1& 2$ "! & &!%"! &' 2$ ) > !( # 5) &)"# >& #$ !$!) > !( # 5) "! '")) &# ")0 E,E- !& &?1& &!# !>& # ("#&' #% 0 6 A AA ; 2 !' !( 7* #& # !( 8%&#%& " 7 &2 &' #"# $!0 8% % %" 7&&! %$8! #$ 1 $>& & $ * 2$ 8$ ' D"! &# ")-0 E,L0 8$5)' &!%"! & #% 2 !' !(- %& "! " * &22& # 8" &1) "#&' 75# #%& & %& & %">& 7&&! & &!# # &!' #$ " 5 & #%"# %"!' 1 &2& &! & 8" !$ 7&!&2 # $2 &' #"# $!- & 5)# " & ' 5 &' ! #& $2 &2)& # 7 " ! $ ("! D"# $!- &>& ") #5' & %">& 2$5!' #%"# & $(! # $! & $ * "!' !'25)!& #%&$ & - %"!'&'!& &)"#&' #$ &" 5 & 8% % "* &2)& # %$8 8&)) #%& #8$ '& $2 #%& 7 " ! $ 5! "#&- %& 5 &!# #5'* POSTER 40 &"#&' " &" 5 & $2 & 1$! & 7 " #$ #& # 2 %"!'&'!& C5& # $!!" & " & &" 5 !( 7 " "#%& #%"! & &7 ") CROSS-MODAL ASSOCIATIONS BETWEEN ODORS, $ ("! D"# $!- %& 5 &!# #5'* 2$5!' #%"# 7 " 8" &)"#&' #$ " COLORS, AND ABSTRACT VISUAL FORMS %"!'&'!& C5& # $!!" & "!' "( ") '&"# $!- - 0 0 6 - 60 POSTER 37 0 - 6 SPEAKERS’ KNOWLEDGE OF THE SOUND STRUCTURE OF LANGUAGE: & &?1)$ &' #%& &)"# >& # &!(#% $2 $'$ &>$:&' " $ "# $! BEYOND ARTICULATION. 8 #% $)$ "!' %"1& - ! &?1& &!# 0 1" # 1"!# "# %&' $'$ 8 #% $)$ "!' !' "#&' 8%&#%& #%& $'$ &))&' O %" 1P $ O $5!'P- 6$ # $'$ 8& & # $!()* " $ "#&' 8 #% $)$ "!' J B 0 8& & )&" )* "#&($ D&' " %" 1 $ $5!'- ! &?1& &!# E0 8%&! #%& & #8$ ' &! $! $)$ "!' %"1& 8& & 1 & &!#&' A" # %" %$8! #%"# 1&":& &?% 7 # * #& "# 1 &2& &! & 5)#"!&$5 )* ! 2 (5 & #$ 7& "# %&' 8 #% $'$ 0 $)$ $! & ! !( *))"7)& #%"# #%&* %">& !&>& %&" ' 7&2$ & &-(-0 " $ "# $! 8& & 2$5!' #$ 7& # $!(& #%"! %"1& " $ "# $! - 7) 2I)7 2- & & 8& " : 8%&#%& 5 % 1 &2& &! & (%# 7& '5& #$ #%& 57>$ ") " # 5)"# $! $2 #%& & # 5) - $ #% &!'0 8& POSTER 41 $ 1" &' 1&$1)&R ) !(5 # 1 &2& &! & 8% )& 511 & !( #%& " # 5)"# $!- & 5)# %$8&' !&" )* 25)) &! # > #* #$ *))"7)& IS DISORGANIZED ATTENTIONAL REGULATION A # 5 #5 &0 8 #% $!)* ! ") 511 & $! &22& # - %& & 2 !' !( CRITICAL JUNCTURE BETWEEN STUDYING AND 5((& # #%"# 1&":& 1$ & 7 $"' 1%$!$)$( ") 1 &2& &! & EXECUTIVE FUNCTIONS?
#%"# " & !&?1) "7)& 7* " # 5)"#$ * 2" #$ - March 14 Friday, @ ;- 6 0 POSTER 38 6
THE IMPACT OF CONTEXT ON THE ACTIVATION AND &)2 &(5)"#&' )&" ! !( &C5 & # "#&( &)2 $!# $) GENERATION OF ELABORATIVE INFERENCES #$8" ' " )&" ! !( ($") B & "! P %5!:0 ./.- %& $)& $2 &?& 5# >& 25! # $! ! "! 5!'& &?1)$ &' 75# 6 - BB 6 6 5 ") H5! #5 & 7&&! &'5 "# $!") "!' ) ! ") 1 * %$)$(* 0 6 6 6 0 " !& 0 E,,.- & " & &' $))&(& #5'&!# R "##&!# $!") 6 6 6 6 0 &(5)"# $! "!' !$#&#": !( ! &2& &! & #$ 1& 2$ "! & 6 6 ) $!0 &# ")-0 ..F- A$$ 8" " $ "#&' 8 #% %$ #& # & 1&!# )$$: !( "# "! !2$ "# $! $5 & 7&2$ & "! "##&!# $!") % 2#0 %& 15 1$ & $2 #%& 1 & &!# &?1& &!# 8" #$ &?" !& #%& "!' ( &"#& "##&!# $!") ' $ ("! D"# $! '5 !( !$#&#": !(- !2)5&! & $!#&?# #*1& %" $! &)"7$ "# >& !2& &! !(- A" # 1"!# &"' 1" "(& ! 8% % "! &)"7$ "# >& !2& &! & 8" POSTER 42 511$ #&' 7* $!#&?# & #%& #"#&' &?1) #)* $ 1" # $2 (&!& ") 8$ )' :!$8)&'(& ;- & 5)# !' "#& #%"# &?1) # $!#&?# REMEMBERING THE BOSTON MARATHON: AGE "!' ; " # >"#& &)"7$ "# >& !2& &! & - & 5)# 25 #%& 5((& # DIFFERENCES IN EMOTIONAL MEMORY CONTENT #%"# &"'& ! $ 1$ "#& &)"7$ "# >& !2& &! & !#$ #%& &!#") &1 & &!#"# $! $2 #%& 1" "(& 8%&! $!#&?# 511$ # #%& 0 @ 0 B ; &)"7$ "# >& !2& &! &-
POSTER 39 %& 5 &!# #5'* !>& # ("#& #%& &)"# $! % 1 7&&! "(& "!' & $ * $!#&!# ! & $ & &)"#&' #$ #%& E,L $ #$! A BRIEF MEDITATION DOES NOT INFLUENCE THE 6" "#%$! 7$ 7 !( - A" # 1"!# &1$ #&' #%& ! # ") "(& #%"# ANIMACY ADVANTAGE FOR NON-WORD STIMULI " & #$ !' 8%&! #% !: !( "7$5# #%& 7$ 7 !( - %& & 5)# %$8 #%"# #%& $!#&!# $2 & $# $!") & $ & ' 22& 7* "(& ( $510 ;6 0 8 #% $)'& "'5)# &2& &! !( #%& 7$ 7 !( "!' #%& > # $ & +E
#%"! *$5!(& "'5)# "!' *$5!( "'5)# &2& &! !( EXPERIENCE ON ACTION PREDICTION $ & $ "# >& " # "!' 2$ !( $ & & $# $!"))* $ 1)&? & $ & #%"! $)'& "'5)# - ;- 0 ;6 B;0 6 0 POSTER 43 @ ;
WORKING MEMORY CAPACITY AND PATTERNING # $! 5)"# $! $ 5 '5 !( #%& $7 & >"# $! $2 $#$ : )) - DISCRIMINATIONS. %& 5)"# $! 1 $ & & 5)# ! ( &"#& " 5 " * ! 1 &' # !( $7 & >&' " # $! $5# $ & - & & $2 #5' & &?" !&' B 0 @ - 0 @- 0 1 $>& &!# ! 1 &' # !( " # $! $5# $ & " " & 5)# > 5") @ 6 &?1& &! & 8% )& 57H& # 8& & $! 5 &!#)* 1& 2$ !( 6A 5! &)"#&' $#$ #" : - %& & 5)# &>&")&' #%"# "##&!# $! 1" ' #$ #%& $7 & >&' $#$ : )) "!' &22$ # 15# !#$ 1& 2$ !( #%& &("# >& 1"##& ! !( ' !"# $! &C5 & $!2 (5 ") 5& 2$ $! 5 &!# $#$ #" : " & &)"#&' #$ %"!(& ! " # $! 1 &' # $! #%& $)5# $!0 " $ ' !( #$ " $ "# >& )&" ! !( #%&$ & ) :& " 5 " *- #%$ & $2 & $ )" "!' "(!& .QE $ A&" &..G0 "!' >" $5 : !' $2 &> '&! & 5((& # #%"# 5 & $2 $!2 (5 ") 5& POSTER 47 $2#&! &C5 & $ & 1 $ & !( & $5 & #%"! 2$ #%& 5# ) D"# $! #%"! '$ ' # ! # >& 5& $ $ $! 5& - % #5'* &?" !&' LEARNING IN AN UNCERTAIN WORLD: ADULT 8%&#%& 8$ : !( & $ * "1" #*0 8% % ) # 1 $ & !( PROBABILITY MATCHING ACROSS MULTIPLE & $5 & 0 ) !:&' #$ #%& &)"# >& &" & $ ' 22 5)#* $2 $)> !( ENVIRONMENTS !&("# >& 1"##& ! !( ' !"# $! ! " "5 ") &" $! !( #" :- @- 0 A - POSTER 44 ;
SETS WITHIN SETS: THE INFLUENCE OF SET MEMBERSHIP & &?1)$ &' %$8 "'5)# )&" !& ":& 1 &' # $! ! 5! & #" ! ON NUMERICAL ESTIMATES &!> $! &!# - ! &>& * # ")0 1" # 1"!# 1 &' #&' #%& )$ "# $! $2 "! $7H& # "!' & & >&' 2&&'7" : "7$5# #%& $7H& #R # 5& 0 B )$ "# $!- %& # 5& )$ "# $! 8" ' "8! 2 $ " 1 $7"7 ) # 0 ' # 75# $! " $ L 1$ 7)& )$ "# $! - % ' # 75# $!") 1"##& ! % 2#&' &>&! # & #% $5(%$5# #%& &?1& &!#- & 5)# '& $! # "#&' #%"# '& 1 #& 2 &C5&!# %"!(& ! ' # 75# $!") %& 2" # #%"# &# 1 & &!#"# $! ! &")8$ )' $!#&?# " & " &)* 1"##& ! 0 1" # 1"!# # )) "# %&' #%& 1 $7"7 ) # & ! #%& !15#0 %$ $(&!&$5 $ 1 & &!#&' ! $)"# $! % (%) (%# #%& 1$ #"! & C5 :)* "'"1# !( #$ %"!(& ! #%& )&" ! !( &!> $! &!#- $2 ! $ 1$ "# !( &# ":&51 ! #5'* !( &!5 & "# $!- %& 5 &!# #5'* !>& # ("#& 8%&#%& !5 & ") & # "#& " & !2)5&! &' 7* POSTER 48 &?# "!&$5 &# $ #%& !5 7& $2 57 &# $ 1$ !( #%& &#- %& '"#" %$8 #%"# "'5)# 1 &"##&!# >&)* 1" & #%& 8$ )' !#$ &# SNAKES VS. AIRPORT: FREE ASSOCIATION IN NOVEL AND "5 !( !5 & ") & # "#& #$ 7& % (%)* !2)5&! &' 7* SEMANTIC ASSOCIATES OVER TIME &?# "!&$5 &# "!' #%& ":&51 $2 #%& & &# - @ 0 ; 66 POSTER 45 0 6 A B 0 6 COMPARING TENDENCY TO RECALL REMOTE MEMORIES TO RUMINATION AND AVOIDANCE AS A CAUSE FOR && " $ "# $! !$ &2)& # %$8 &)"#&' #8$ 8$ ' " & &-(-0 OVERGENERAL MEMORY A "!' A - %& & &" 5 & ") $ "1#5 & %"!(& ! #%& )"!(5"(&0 5 % #%"# !&8)* " $ "#&' 8$ ' &-(-0 0 B A 6 ; V$! "W A " & (&!& "#&' ! 2 && " $ "# $! #" : - & !>& # ("#&' #%& 1& #&! & $2 #%& & $!#&?#5"))* ' >&! " $ "# $! "!' 2$5!' #%"#0 $>& + *&" 0 #%& 2 &C5&! * $2 & $ 1" &' 5 !"# $!0 ">$ '"! &0 "!' & $#&!& $2 (&!& "# !( !&8 " $ "# $! '& ) !&' (! 2 "!#)*0 8%& &" #%& & $ & ! #& $2 # &!(#% $2 #%& " $ "# $! #$ 1 $7"7 ) #* $2 (&!& "# !( #%& " & & "!# "))* &)"#&' #& $>& (&!& ") & $ * 6- "#" 2 $ '* 1%$ "!' & " !&' $! #"!#- !$!'* 1%$ 1" # 1"!# %$8&' $!)* & $#&!& #$ %">& " (! 2 "!# &)"# $! % 1 8 #% 6- !'&&'0 #%& # &!(#% $2 POSTER 49 " $ "# $! 7&&! & $#&!& "!' 6 8" # $!(& #%"! #%$ & 7&&! 5 !"# $! $ ">$ '"! & "!' 60 "!' EFFECTS OF SENSORY DEPRIVATION ON CREATIVE & $#&!& 8" !$# &)"#&' #$ & #%& 5 !"# $! $ ">$ '"! &- THINKING: THE ROLE OF PHYSIOLOGICAL AROUSAL %& 1) "# $! " & ' 5 &' 8 #% ! #%& 2 " &8$ : $2 &? # !( #%&$ & $2 6- 6 0A 0 ; 0 @ 0 6 0 POSTER 46 0 A OA6 @ THE INFLUENCE OF MOTOR AND VISUAL DART THROWING +L
%& &22& # $2 &! $ * '&1 >"# $! $! &"# > #* 8& & " & &'- A" # 1"!# $ 1)&#&' #8$ > # 0 " $!# $) $!' # $! "!' " 6 0 A- J &! $ * '&1 >"# $! #"!: $!' # $!- $ 7$#% $!' # $! 0 #%&* $ 1)&#&' #%& $ "! & & # $2 &"# >& % !: !( - ?& 5# >& 25! # $! "!' !#&)) (&! & " & &1" "#& $(! # >& (! 2 "!# 1$ # >& $ &)"# $! 8& & 2$5!' 2$ $ ( !") #* "!' 1 $ & & - % #5'* " #$ !>& # ("#& #%& " $ "# $! &)"7$ "# $! $! #%& "!' 1%* $)$( ") " $5 ") &" 5 & - 7&&! !#&)) (&! & "!' $7H& # >& "!' 57H& # >& &" 5 & $2 %& & & 5)# 5((& # #%"# "#%& #%"! '&1 > !( 1" # 1"!# $2 &?& 5# >& 25! # $! 8 #% ! " $))&(& " 1)& 7$#% (&!& "))* "!' &! "# $!0 1 $> ' !( # 5)"# $! 8$5)' ! &" & &"# >& #% !: !( 8 #% ! 1& 2 '$ " ! $2 &" %- %& " 1)& 8" $ 1$ &' $2 $ & &22& # >&)*- *$5!( "'5)# M, 8%$ $ 1)&#&' "! !#&)) (&! & C5$# &!# #& # "!' $7H& # >& "!' 57H& # >& &" 5 & $2 &?& 5# >& 25! # $!- POSTER 50 $ &)"# $! 8& & 2$5!' 7&&! !#&)) (&! & "!' $7H& # >& &" 5 & $2 &?& 5# >& 25! # $!0 75# !$# 57H& # >& &" 5 & - UFOV AS A PREDICTOR OF DEFICIT FROM TBI. POSTER 54 A0 A 0 0 @ B0 RAT-HAT OR BAT-HAT: ASSOCIATION STRENGTH IN ORTHOGRAPHIC AND PHONOLOGICAL PRIMING %& &25) &)' $2 &8 #" : %" 7&&! 2$5!' #$ '&!# 2* ' >& "# : 2$ >&% 5)" " '&!# - ! #% #5'*0 #%& 6 6 0 @ - 0 1& 2$ "! & $2 ,, 5!'& ( "'5"#& ' > '&' !#$ #%$ & 8%$ %"' 6A 0 &?1& &! &' " 8" $!# " #&' 8 #% #%"# $2 $!# $) - %& ( $51 ' ' !$# ' 22& $! 1)& 1&&' $2 & 1$! & 75# ' ' ' 22& $ "# $! # &!(#%0 " &" 5 &' 7* 2 && " $ "# $! !$ 0 (! 2 "!#)* $! ' > '&' "!' &)& # >& "##&!# $! &" 5 & "!' #% 1 &' # 1 !( 2$ & "!# "))* &)"#&' #& &-(-0 0 &22& # 8" $ & 1 $!$5! &' 2$ 1" # 1"!# 8 #% 5)# 1)& - 5 % #%"# # $!(& " $ "# $! & 5)# ! )" (& 1 !( &22& # #%"! 8&":& " $ "# $! - %&#%& " $ "# $! # &!(#% ") $ POSTER 51 1 &' # 1 !( 2$ #& #%"# " & 1%$!$)$( "))* $ $ #%$( "1% "))* &)"#&' 2$ 1 !(N &-(-0 0 EFFECTS OF AGING AND PROXIMITY ON THE VIVIDNESS %" !$# 7&&! &?" !&'- !( 2 && " $ "# $! '"#" 2$ 2$ "))* AND EMOTIONALITY OF FLASHBULB MEMORIES )" #& 0 8& $7 & >&' ' # ! # 1 !( &22& # 2$ # $!( "!' 8&": " $ "#& " " 25! # $! $2 #" (&# 2 &C5&! *- 6 J POSTER 55 %& 5 &!# #5'* !>& # ("#& %$8 "(& "!' 1%* ") "!' & $# $!") 1 $? #* #$ #%& E,L $ #$! 6" "#%$! "22& # #%& KNOWING YOU KNOW: A BRAIN STIMULATION STUDY ON & $# $!") #* "!' > > '!& $2 2)" %75)7 & $ & - %& & 5)# THE FEELING OF KNOWING '& $! # "#& #%"# $)'& "'5)# &1$ #&' " % (%& '&( && $2
& $# $!") #* "!' !#&! #* 2$ '&#" ) $2 #%& '"*0 " ' ' #%$ & 8%$ K 6 0 B ; March 14 Friday, "#&' #%& &>&!# " $ & 1& $!"))* (! 2 "!#- 5 #%& 0 #%$ & ; 8%$ 8& & 8"# % !( #%& " "#%$! ! 1& $! #%$5(%# )& "7$5# !&("# >& " 1& # #%"! #%$ & 8%$ > &8&' 2 $ 25 #%& "8"*- ! #% &?1& &!# 8& $5(%# #$ 1 $> '& &> '&! & 2$ #%& "5 ") $)& $2 #%& A 5 !( # - & %*1$#%& D&' #%"# 7* # 5)"# !( POSTER 52 #%& A 8& 8$5)' && "! ! &" & ! ; "# !( - 5 & 5)# 0 %$8&>& 0 8& & $11$ #& #$ 8%"# 8& %*1$#%& D&'0 -&- CRAVINGS IN A VIRTUAL REALITY ENVIRONMENT ; "# !( 8" % (%& ! #%& %" $!' # $! #%"! ! #%& " # >& PREDICTED BY EATING DISORDER RISK # 5)"# $! 2$ $ & # & 1$! & $!)*-
J A6 0 0 POSTER 56 B ;0 0 ; 0 6 FACTORS THAT INFLUENCE LESS-SKILLED READERS’ 6 0 ABILITY TO MONITOR GLOBAL COHERENCE - @6 - ;B0 @ - 0 @ @- $ &?" !& 8%"# "22& # $!' # $!&' 1)" & 1 &2& &! & ! " > #5") &") #* &!> $! &!# 1" &' 8 #% 2$$'0 + 2$$' & # #&' 1" # 1"!# 5!'& 8&!# 5)# 1)& 1" !( 7* &?1)$ !( #8$ ' # ! # $ 5 & 25) $ 1 &%&! $!0 &"'& 5 # &"#& " #&?# $$ 0 "!' 8& & " :&' &>& ") C5& # $! &(" ' !( &"# !( &1 & &!#"# $! !>$)> !( 7$#% )$ ") "!' ()$7") $%& &! &- ! #% "## #5'& - $$ 8" 1" &' 8 #% 6P6 N0 "!' $$ 8" 5 &!# #5'*0 8& &?" !&' 8%&#%& &"' !( : )) !2)5&! & #%& 1" &' 8 #% !$ 2$$'- & $7 & >&' #%"# 1)" & 1 &2& &! & "! 7& $! #$ !( $2 $%& &! & "# 7$#% )&>&) "!' %$8 #$ ! &" & 1 &' #&' 7* %5!(& "!' !&("# >&)* 1 &' #&' 7* 75) " :- ()$7") $%& &! & 8 #% )& : ))&' &"'& - ?1& &!# %$8&' #%"# : ))&' "!' )& : ))&' &"'& $! #$ &' )$ ") $%& &! &0 POSTER 53 75# $!)* : ))&' &"'& R $! #$ &' ()$7") $%& &! &- 57 &C5&!# &?1& &!# %$8&' #%"# " & ! #"#& &!# &!#&! & INVESTIGATING THE CORRELATION BETWEEN EXECUTIVE & !'&' )& : ))&' &"'& #$ $! #$ ()$7") $%& &! &- FUNCTION AND INTELLIGENCE IN A COLLEGE SAMPLE +G
POSTER 57 )#%$5(% ! $ # " & )"!' " : "!' (&$ &# * " & 5 &' #$(&#%& 0 #%& & " & $ & " & 8%& & )"!' " : " & (!$ &' EFFECT OF SEXUAL MOTIVATION ON EARLY VISUAL && %&!( P &8 $ 7&0 E,,/- %& 5 &!# #5'* &?" !& PERCEPTUAL AWARENESS #%& &)"# $! % 1 7&&! #%& 5 & $2 )"!' " : "!' (&$ &# !2$ "# $! ! "'5)# 7* "! 15)"# !( #%& !2$ "# $! ">" )"7)& ! 6 ; 6 " &" % #" : 1 & &!#&' $! " $ 15#& &&!- %& &" # $! # & "!' " 5 " * '"#" %$8 ' 22& &! & '&1&!' !( $! 8% % & %*1$#%& D&' #%"# &?5") $# >"# $! 8$5)' 1 $>& 5& 8& & ">" )"7)&- 1& &1#5") &! $' !( $2 &?5") 8$ ' 0 " "'&) P ) &!#5 ))$# ! E,E %$8&' 8 #% %5!(& $# >"# $!- POSTER 61 7H& # >&)*0 (!") '&#& # $! "!")* & &>&")&' !$ (! 2 "!# &22& # 0 75# !&5# ") 8$ ' ' ' & 5)# ! #%& % (%& # % # "!' 2") & ADULT RECALL OF CHILDHOOD MEMORIES FOR SKILL ")" 1 $1$ # $! - A" # 1"!# &1$ #&' 7&##& 1& &1# $! $2 &? DEVELOPMENT 8$ ' $>& !&5# ")0 75# $# >"# $! ' ' !$# "22& # 57H& # >& "8" &!& - %& '"#" 5((& # #%"# &?5") $# >"# $! "* !$# ;0A 0 ; 25! # $! ) :& %5!(& $# >"# $! ! #& $2 1& &1# $!- @ B 6
POSTER 58 % #5'* !>& # ("#& "'5)# "7 ) #* #$ & ")) $ $! " $11$ &' #$ & $# $!") % )'%$$' &>&!# "# >" $5 "(& - 6& $ * THE IMPACT OF IMAGERY ON DRM ERRORS & # "#& & & 7& O:!$80 $!2 '&! & "# !( 0 "!' &>&!# '& 1# $! 8& & &" 5 &'- A$ # >& $ &)"# $! 8& & $7#" !&' 66 0 ; 0 B @ 7&&! "(& "!' $!2 '&! & "!' "(& "!' 1 $1$ # $! $2 ; 6 0 6 [ & & 7& !([ "! &>&!#- $ $ &)"# $! 8" 2$5!' 7&&! 0 0 6 1 $1$ # $! $2 [:!$8[ & 1$! & "!' "(& $ $!2 '&! & "# !(- ; 6 POSTER 62 & &!# & &" % !' "#& #%"# &"# !( > 5") "(& $2 & "!# "))* " $ "#&' #& )&"' #$ &'5 # $! ! 2") & RAPID AND RISKY: MORE RISKY CHOICES FOR SPEEDED & $ & - & &?#&!'&' !>& # ("# $! $2 > 5") "(& * DECISIONS "'>"!#"(& #$ 1%$!$)$( "))* &)"#&' ) # - $))$8 !( && &$&' (& 6 & $## 6 1 $ &'5 & 0 G/ 1" # 1"!# A 6 0 0 &"#&' & #%& > 5") $ "5' #$ * "(& 8% )& &! $' !( A 0 6 1%$!$)$( ") "!' & "!# ) # - & 5)# 5((& # " 5 " * A "'>"!#"(& "!' 2") & & $ * & #"! & 5!'& > 5") &! $' !( ! # 5 # $! 0 1" # 5)" )* 2$ & "!# ) # - & 1 & 5 & "! !2)5&! & $5 "7 ) #* #$ ":& '& $! - %&! #%& & '& $! !>$)>& 5! & #" !#* $ :0 %$8&>& 0 #%& &22& # $2 POSTER 59 # & 1 & 5 & $! %$ & 5! )&" - $ & #5' & %">& &1$ #&' $ & : ">& $! 2$ 1&&'&' '& $! 0 8%& &" $#%& %">& THE IMPACT OF INDUCED SOCIAL ANXIETY ON MENTAL &1$ #&' $ & : &&: !(- & &?" !&' #%& &22& # $2 # & ROTATION TASK PERFORMANCE 1 & 5 & $! :* '& $! 2 $ &?1& &! &- >& ")) : &&: !( ! &" &' 5!'& # & 1 & 5 &0 !'&1&!'&!# $2 #%& &?1& #&' 6 0 A 0 >")5& $2 #%& ' 22& &!# $1# $! - ;0 ; - K POSTER 63
$! '& "7)& & &" % %" &?" !&' #%& 1" # $2 "!? &#* $! CROSS-LANGUAGE GERMAN-ENGLISH UNCONSCIOUS 1& &1#5") 1 $ & !(0 *&# $ ") "!? &#* 1& 2 "))* %" SEMANTIC PRIMING & & >&' )& "##&!# $!- % #5'* &?1)$ &' #%& 1" # $2 $ ") "!? &#* $! &!#") $#"# $! #" : 1& 2$ "! &- & 2$5!' " ! 0 - 6 &22& # $2 # 5)5 0 "!()& "!' %"1& $! 1& 2$ "! & " 5 " *0 6 6 75# !$ !#& " # $! 8 #% ' 22& &!# )&>&) $2 !'5 &' $ ") "!? &#*- & ") $ 2$5!' " (! 2 "!# ' 22& &! & ! # " #"!? &#* 7&&! #%& ! $! $5 & "!# 1 !( $7#" !&' $75 #)* 8%&! #%& $!' # $! 0 8% % 8" 5!2$ & &&!- %& & & 5)# " & ' 5 &' 8$ ' 1 & &!#&' " #%& 7 &2)*2)" %&'0 > 5"))* " :&' 1 & ! #%& $!#&?# $2 "!? &#* #*1& "!' 1& &1#5") #" : 1& 2$ "! &- %">& 2 # 7&&! 1 " # &' &?#&! >&)* " > 7)& #" (&# 8$ ' 0 75# 1 !( 8&": $ !$!&? #&!# ! #%& "7 &! & $2 1 " # &- ! #%& POSTER 60 1 & &!# &?1& &!# !() %)"!(5"(& 1 & 2$ &?" 1)&0 ()"' 8& & 1 & &!#&' "2#& 1 " # & 8 #% #%& & "!)"!(5"(& SPEED AND ACCURACY OF LOCATION CHOICES: DOES $5!#& 1" # &-(- 2 $%- %& !() % 8$ ' 0 8% % 8& & THE TYPE OF INFORMATION MATTER? $! $5 )* 1& &1# 7)&0 * &)'&' 1 !( '& 1 #& #%& )" : $2 1 " # &- 6 - 6 0 6- 0 ; - J0 A - A 0 @- POSTER 64 6 A EVALUATION OF AFFECT CONTROL THEORY TO PREDICT ++
SENTENCE JUDGMENT !2$ "# $!-
6- 0 6; - POSTER 68 THE EFFECT OF SELF-CONSTRUAL TYPE ON %& #5'* &?" !&' #%& &22& # $2 '&2&!'"!# & $# $!0 $ ") SELF-EFFICACY #"#5 0 "!' > # 1" # #"#& &!# $! H5 $ '& $! ": !( " $ ' !( #$ #%& "22& # $!# $) #%&$ * $'&) 1 $1$ &' 7* 0 0 @ 0 $5' "!' #% $> ! ../- A" # 1"!# ! M G > &8&' ; 6 B0 A A " & "#& ") "!' $ 1)&#&' " C5& # $!!" & " & !( '&!# #*0 " & &> '&! &0 (5 )#0 "!' &!#&! & )&!(#%- & 5)# !' "#&' 1" # ") 511$ # 2$ #%& $'&)0 8 #% #%& "'' # $! $2 &>& ") & &?" !&' #%& 1" # $2 &)2 $! # 5") $! &)2&22 " *- 1"#%8"* - &)2 $! # 5") ")& 8" 5 &' #$ '&#& !& 8%&#%& &" % 1" # 1"!# &?% 7 #&' "! !'&1&!'&!# $ !#& '&1&!'&!# POSTER 65 &)2 $! # 5")- %&!0 LL 1" # 1"!# 8& & #$)' #%"# #%&* 8$5)' 8$ : $! 15DD)& "!' 8& & 57 &C5&!#)* ( >&! & #%& " % (% $ IS EMPHATIC REDUPLICATION MORPHOLEXICAL? )$8 "! %$ #"#& &!# #$ 2$ #& % (% $ )$8 &)2&22 " *- A &) !" * & 5)# !' "#&' #%"# !'&1&!'&!# &)2 $! # 5") B; ; !#& " # 8 #% &)2&22 " * )&>&) % (% "! %$ $ & #%"! ! "!* $#%& $!' # $!- 5 : % & 1%"# &'51) "# $! 5 &' #$ !#&! 2* &"! !( $2 & #" ! "'H& # >& - !>$)>& ! # "))* $1* !( #%& POSTER 69 2 # *))"7)&) :& 5! # $2 #%& 7" &0 "!' $! "#&!"# !( # 8 #% " ) !:& 7&2$ & 1 &2 ? !( # #$ #%& 7" &- & " :&' !"# >& 1&":& $2 EYE MOVEMENT INDICES FOR TRUE AND FALSE 5 : % #$ &)& # " ) !:& #*1& ! $2 L !$!"'H& # >") &") MEMORIES. 8$ ' !$5! "!' >& 7 "!' L !$>&) 8$ ' - % $5# $ & %$8 #%"# & 1%"# &'51) "# $! ") $ " 25! # $! $2 )&? ") - ; 2 &C5&! *- & 5 &' &*& # " : !( #$ &?1)$ & #%& $!# 75# $! $2 &# &>") POSTER 66 $! #$ !( 2" )5 & $! 2") & & $(! # $!- !( " 1" "' ( )" #$ #%& (" &0 6& $ *0 1" # 1"!# #5' &' 1" $2 $7H& # PREFERENCE FOR SPEAKING A SECOND LANGUAGE 1 & &!#&' ! " G ? + ( ' "!' 8& & ! # 5 #&' #$ & & 7& 8% % DOES NOT DEPEND ON WORKING MEMORY. $7H& # 8& & 1 & &!#&' "# #%& " & # & "!' 8%& & "# % !( $7H& # 8& & )$ "#&'- !( &*& $>& &!# " ! !'&? $2 & "))0 60 6 0 0 8& %$8&' #%"# & $!&$5 & ")) ' $>& 2") & & $ & '5 !( ; A;0 0 & $(! # $!-
@ March 14 Friday, POSTER 70 $ : !( & $ * %" 7&&! 2$5!' ! $ & #5' & #$ 1 &' # $ & 5 & 25) & $!')"!(5"(& )&" ! !(- $ 1$ !( 5##& "! & ! "YOU SHOULD UNDERSTAND ME": LANGUAGE "!* )"!(5"(& &) & $! 8$ : !( & $ *0 #%5 6 "1" #* $5)' ASSUMPTIONS SHIFT AFTER COMMUNICATION TASK" !' & #)* "22& # )&" !& R 8 )) !(!& #$ $ 5! "#& ! #%& !&8 )"!(5"(&0 &' "# !( 6R $!# 75# $! #$ 1 $2 &! * (" ! - 6 ;AA 60 0 !'& ( "'5"#& 1" # 1"!# ! $5 " 1)& MQ, '& $! # "#&' A 0 A B0 !$ &)"# $! 7&&! 6 M &" 5 &' 7* $1& "# $! 1"! M "!' 0 ; 6A 6 )"!(5"(& #5'* ! (&!& ") $ ! 1&": !( 1 &2& &! & ! " & $!' )"!(5"(&- " 1)& $2 +E 5!'& ( "'5"#& 1" # 1"#&' ! " $ 5! "# $! POSTER 67 #" : 5 % " $ 1)&# !( &($ $'&) ! 1" - 1 &#& # "!' 1$ ##& # C5& # $!!" & &" 5 &' 1" # 1"!# R )"!(5"(& THE EFFECT OF ANGER ON ACCEPTANCE OF FALSE " 5 1# $! M&-(00 #%& )&>&) $2 "( && &!# 8 #% #"#& &!# 5 % INFORMATION " O$ &$!& 8%$ 1"* !( "##&!# $! #$ & %$5)' 5!'& #"!' &-P A" # 1"!# $ &' )$8& $! #%& " 5 1# $! &" 5 & $! 6 A #%& 1$ ##& # " $11$ &' #$ #%& 1 &#& #0 5((& # !( #%& #" : % 2#&' 1" # 1"!# R " 5 1# $! "7$5# $ 5! "# $! 2 $ !(& 1 $ $#& 1 $ & & #%"# "))$8 1&$1)& #$ & 1$!' C5 :)* &($ &!# #$ " $ & $))"7$ "# >& 2$ 5 - ! '"!(& $5 #5"# $! - $8&>& 0 #% C5 : & 1$!' !( )&"' 1&$1)& #$8" ' $(! # >& "!' &#" $(! # >& & $ - & POSTER 71 '& $! # "#&' #% 5 !( #8$ !2$ "# $! 1" "' ( "!' 2$5!' #%"# "!( * 1" # 1"!# 8& & $ & 5 &1# 7)& #$ !2$ "# $! WORKING MEMORY ERRORS AND VARIATION IN INNER #%"! 8& & !&5# ") 1" # 1"!# - % )& ": !( $ & & $ 0 "!( * SPEECH. 1" # 1"!# 8& & ") $ $ & $!2 '&!# ! #%& & $ *- 8$ 1$#&!# ") & %"! 2$ #% 8& & $7 & >&' 1" &' A; - 0 - B66 60 - 511 & $! "!' " &'5 &' #% & %$)' 2$ " &1#"! & $2 +F
MOUTH FOR EARLY WORD LEARNING !!& 1&& % 1)"* " 5 ") $)& ! #%& &%&" ") 1 $ & $2 >& 7") 8$ : !( & $ *- & 1 #& #%& $)& $2 57>$ ") " # 5)"# $! 60 0 6 0 ! >& 7") 8$ : !( & $ *0 ) ##)& 8$ : %" 7&&! '$!& #$ C5") #"# >&)* %" " #& D& !!& 1&& %- % #5'* %" " #& D&' %$8 >" "# $! ! !!& 1&& % &)"#& #$ & $ *- >& "))0 #%& A &> $5 )* 8& &1$ #&' 2 !' !( " &)"# $! % 1 7&&! "#& !") '"#" 5((& # #%"# !!& 1&& % 1)"* "! 1$ #"!# $)& ! &'5 "# $! )&>&) "!' #%& #&!'&! * $2 !2"!# #$ 2 ?"#& $! " 1& 2$ "! & $! & $ * #" : "!' $! &)& # $! $2 & 1$! & 1&":& R $5#%- ! #% & &" % 8& %$8 #%"# 8%&! 8"# % !( " # "#&(*- 1&":& 0 #%& & !2"!# " & )" #$ !2"!# $2 $#%& 8 #% % (%& &'5 "# $! )&>&) 8 #% & 1& # #$ #%& 8$ ' )&" ! !(0 POSTER 72 "##&!# $! "!' 1"##& ! $2 &*& ("D&- & $! )5'& #%"# 2 ?"# !( $! #%& $5#% 1$ #"!# 2$ '&>&)$1 &!# $2 2 !&( " !&' 1%$!& & INDIVIDUAL DIFFERENCES IN SPATIAL WORKING 1& &1# $! "!' 1 $'5 # $!- MEMORY: THE DEVELOPMENT OF SPOT POSTER 76
ANCHORS AWAY: WHEN 1500 IS NOT FIFTEEN HUNDRED - ; 0 6 - 0 ; 0 OR ONE THOUSAND FIVE HUNDRED ; 0 6 A J BK B0 6 A %& 5 &!# & &" % !>$)>& #%& >") '"# $! $2 " !&8 &" 5 & $2 8$ : !( & $ * M#%& 1"# ") A& &1# $! &!#&& !( " : A &> $5 & &" % &?1)$ !( "! %$ !( 5((& # #%"# 1&$1)& A - A 8" '&>&)$1&' #$ " & "!' #$ # " ! 1"# ") &1 & &!# "! %$ & "!# "))*- 5 !( #% #$ 7& # 5&0 )" 8$ : !( & $ *- %& & 5)# %$8 #%"# A % (% ! 5 "7 ) #* & "!# $! &1# &?1 & &' ' 22& &!#)* %$5)' 7& # &"#&' #%& "!' $ &)"#& " &?1& #&' 8 #% $#%& 1"# ") 8$ : !( & $ * " &- & #& #&' #% 7* 1 & &!# !( 1" # 1"!# 8 #% $!& $2 #% && #" : - 1$#&!# ") "! %$ 0 ")) $2 8% % %"' #%& " & & "!# &"! !(- & 2$5!' #%"# #%& )&!(#% $2 #%& & "!# "! %$ "22& #&' " POSTER 73 1& $!R H5'( &!#- & ' 5 #%& & 5)# ! #& $2 #%& 8$ ' )&!(#% "!' &" & $2 1 $ & !( &22& # - HOW PLATE COLOR INFLUENCES A FOOD’S PERCEIVED APPEAL POSTER 77
B @ SERIAL PROCESSING OF LETTERS OR FIRST LETTER ADVANTAGE? ! " 7&&! 57H& # &?1& &!#0 8& #& #&' #%& %*1$#%& #%"# 2$$' &>")5"#&' ' 22& &!#)* " " 25! # $! $2 #%& $)$ $2 #%& 1)"#& ;0 @ ; 6 $! 8% % # 1 & &!#&' "!' 8%&#%& #%& &>")5"# $! " & 1 & &'&' 7* " 1$ # >& $ !&("# >& $)$ 1 &- %&! 8& )&? ") '& $! &?1& &!# 8" $!'5 #&' ! 8% % #& 8& & %$8&' 1" # 1"!# $$: & ' 1)"*&' $! 8" $)$ &' 1)"#& 1 & &!#&' #$ 1" # 1"!# & #%& & "))* 2 $ )&2# #$ (%#0 E *&))$8 "!' &'0 8& 2$5!' " #"# # "))* (! 2 "!# &22& # #%& & "))* 2 $ (%# #$ )&2#0 $ L 8 #% #%& 7&( !! !( )&##& 2 #0 $$: & 8& & 1& & >&' " )& "11&") !( "2#& " !&("# >& $)$ 2$))$8&' 7* #%& $#%& 2 $ (%# #$ )&2#- %& & 5)# !' "#&' #%"# 1 & #%"! ! #%& $!# $) $!' # $!- #%& 2" ) #"# $! $2 #%& )&2##$ (%# )&##& 1 & &!#"# $! 8" ' >&! 7* #%& 1 & &! & $2 #%& 2 # )&##& $2 #%& 8$ '0 "#%& #%"! " & ") POSTER 74 "! $2 )&##& -
A GAMER’S WORST NIGHTMARE: DOES FRUSTRATION POSTER 78 IMPACT THEIR ENHANCED VISUAL ATTENTION? THE PROCESSING OF NEGATIVE EMOTION-LADEN WORDS A ;0 6 0 DURING READING: AN EYE-TRACKING STUDY 6 0
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POSTER 79
ADVANTAGES AND DISADVANTAGES OF NUMBER-FORM BRIDGING COGNITIVE AND IMITATION DEVELOPMENT SYNESTHESIA #"# $! '&>&)$1 "1 ')* #% $5(%$5# #%& 1 & %$$) *&" - @$% 0 ; 8 )) 1 & &!# '"#" $! %$8 1%* ") $! # " !# !2)5&! & #%& '&1)$* &!# $2 $ ") >& 5 !' > '5") )&" ! !( # "#&( & - *!& #%& " " !&5 $)$( ") $!' # $! 8%& &7* &1" "#&0 )) " $!R 8$ : &?1)$ & %$8 % )' &!R '&>&)$1 &!#") 1& &1# $! " & ) !:&' 1 $'5 !( " ?&' 1& &1#5") &?1& &! & 5!'& #"!' !( $2 $! &1# 5 % " $)$ 0 $5!' "!' 8& (%#0 !& 0 E,E- 5 7& 2$ *!& #%& " & 5)# ! " ' #$ #&' $! # " ! #%& #"# $! $2 "7 # " # 5)& - 57 "5) " & &' $ ") 1"# ") "11 !( $2 !5 7& &1 & &!#"# $! - % & &" % "!' !' > '5") )&" ! !( 5 !( #8$ $ 15#& D&' #" : "!' 2 !' 1 & &!# "'>"!#"(& "!' ' "'>"!#"(& $2 !5 7& 2$ $ & '$ " ! 1& 2 #* ! #"# $! & %"! - " 0 "! &" )* *!& #%& "- & 5)# 5((& # #%"# !5 7& 2$ *!& #%& " #"# $! &?1& # 8 )) ' 5 #%& & 5)# - "* 1 & &!# " > 5$ 1"# ") "'>"!#"(& ! !5 & ") &!#") "(& * #" : - ' "'>"!#"(& 2$ !5 7& 2$ *!& #%& " 8" Presentations 2$5!' ! 8$ : !( & $ * #" : 0 1" # 5)" )* 8%&! #%& & $ * 1"! 8" ! $!( 5&!# 8 #% #%& *!& #%&#&R 1"# ") Monkey See, Monkey Do? Social Learning and Goal-Directed !5 7& " "*- Actions 7* * - @$%0 &#$! ")) ! >& #*0 POSTER 80 ;"#%& !& 6$&! &#$! ")) ! >& #*
THE MOON ILLUSION REVISITED Cognitive Components of Imitation: Preschoolers’ Rule 0 6 Imitation As a Function of Visible and Invisible Object A Properties 7* &7& " - )) " $! &$ ( " #"#& ! >& #*0 B% '"! %& 6$$! ))5 $! $ 5 8%&! #%& %$ D$! $$! 1& & >&' " "!( &$ ( " #"#& ! >& #*0 !' &8 - 6&)#D$22 ! >& #* 7& !( )" (& #%"! #%& D&! #% $$!- %& &2& &! & #%&$ * #"#& $2 " % !(#$!0 &"##)& #%"# #%& > 5") "!()& $2 #%& %$ D$! $$! $ 1" &' #$ #%& "))& > 5") "!()& $2 #%& 5 $5!' !( &2& &!# $7H& # "!' "11&" )" (& #%"! #%& D&! #% $$!- % #5'* !>& # ("#&' #%& Becoming a Super Imitator: Is it social, asocial, neither? &22& # $2 $!# " # !2$ "# $! "!' ' #"! & $! D& "!' ' #"! & 7* "! * 57 "5) %& &$ (& " % !(#$! ! >& #*0 "! 1& &1# $! ! &)"# $! #$ #%& 6$$! ))5 $!- %& & 5)# 511$ #&' % )'& %& &$ (& " % !(#$! ! >& #*0 ) D"7&#% &!!& #%& &2& &! & #%&$ *- %& &$ (& " % !(#$! ! >& #* "!' " %&) " &$ (&#$8! ! >& #*
POSTER 81 March 14 Friday,
THE EFFECT OF DECISION DIFFICULTY ON MAXIMIZERS Discussant(s): " %&) " &$ (&#$8! ! >& #* AND SATISFICERS Friday, March 14, 2014 ; 60 ;0 6 1:30pm-2:50pm
6"? D"# $! #&!'&! & %">& 7&&! &" 5 &' 5 !( " >" &#* $2 Paper ")& ! )5' !( %8" #D &# ")-R E,,E 6"? D"# $! ")& SOCIAL PAPERS: CLOSE RELATIONSHIPS 6 "!' $ & & &!#)* #5"# $!") ' )& " "70 ))& 1 &0 P Friday, March 14, 2014 (%%$5 &0 E,,/- %& ($") $2 #%& 5 &!# #5'* 8" #$ &>")5"#& 1:30pm-2:50pm %$8 '& $! ' 22 5)#* 1" # #%& &)"# $! % 1 7&&! 6 $ & "!' #5"# $!") ' )& " - %& & 5)# %$8 " " ( !"))* (! 2 "!# !#& " # $! 7&&! 6 $ & "!' & 1$! & #$ #%& A #5"# $!") ' )& " 0 5((& # !( '& $! ' 22 5)#* 1" #&' "? D& $ & $ #%"! "# 2 & - 1:30pm - 1:45pm
Friday, March 14, 2014 EMERGING ADULTS IN THE AGE OF THE INTERNET: 1:30pm-2:50pm FACEBOOK, ATTACHMENT STYLE AND ROMANTIC RELATIONSHIP SATISFACTION Paper White Hill 60 B DEVELOPMENTAL SYMPOSIUM: BRIDGING COGNITIVE AND IMITATION DEVELOPMENT Friday, March 14, 2014 " &7$$: "! ! &" !()* 1 & &!# 2$ & ! #%& $ ") D"# $! $2 1:30pm-2:50pm & & ( !( "'5)# - ##" % &!# "* !2)5&! & " &7$$: 7&%"> $ 0 +/
"!' 7$#% "* 1" # &)"# $! % 1 "# 2" # $!- !( 5 >&* 0 #%& Friday, March 14, 2014 1 & &!# #5'* 2$5!' #%"# "!? $5 "##" % &!# 8" &)"#&' #$ 1:30pm-2:50pm 5!%&")#%* " &7$$: 5 &0 " &! & $2 ( "# 2 "# $! 2 $ #%& > #5") $ 5! #*0 "!' )& "# 2* !( $ "!# &)"# $! % 1 - >$ '"!# "##" % &!# 8" &)"#&' #$ )& " &7$$: 5 & "!' $ "!# Symposium Whittier &)"# $! % 1 "# 2" # $!- $!# " * #$ &?1& #"# $! 0 " &7$$: 5 & APPLIED INVITED SYMPOSIUM: CONSERVATION 8" 5! &)"#&' #$ &)"# $! % 1 "# 2" # $!- PSYCHOLOGY ;&*8$ ' " &7$$:0 & & ( !( "'5)# 0 "##" % &!#0 $ "!# Friday, March 14, 2014 &)"# $! % 1 "# 2" # $! 1:30pm-2:50pm
1:50pm - 2:05pm 6 6 6 THE ROLE OF SOCIAL NETWORK HETEROGENEITY IN INSTIGATING GREATER INFORMATION GATHERING CONSERVATION PSYCHOLOGY
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
2:10pm - 2:25pm Presentations
INTERPERSONAL AFFECT IN NON-OVERLAPPING SOCIAL Understanding the correlates of concern and behavior: GROUPS: A SOCIAL RELATIONS ANALYSIS psychological values and need fulfillment matter 7* 6 %&))& 6 "5)&*0 @$!" %$&!&2&)'0 ) > " )"%5#0 6 - 6 6 '')&75 * $))&(&
& 1 #& ! &" &' !#& & # ! & $# $! (&!& "))*0 #%& & %" 7&&! The Power of implied norms and explicit messages to "!# "##&!# $! #$ !#& 1& $!") "22& # - "22& # 8" #5' &' promote energy conservation 5 !( #%& :&* 1& $! '& (! ! !$!$>& )"11 !( ( $51 $2 2" )*0 7* &!&& "#$ 0 #"#& ! >& #* $2 &8 $ : "# A)"## 75 (% 2 &!' "!' $8$ :& - 8&!#*2 >& :&* 1& $! !$ !"#&' L & 7& 2 $ &" % ( $51 EE+ !$ !&& - " % ( $51 %"' Looking Inward: The psychological impact of working in the $5!' $7 ! '& (!- $ ") &)"# $! $'&) !( '& $! # "#&' environmental field "( && &!# ! !#& 1& $!") "22& # 8 #% ! ( $51 0 75# "( && &!# 7* @$%! " & P 515 51#"0 &8 ;!$8)&'(& ("! D"# $! #'- " $ ( $51 8" !$# $7 & >&'- !#& 1& $!") "22& # 8" $!#&?# 1& 2 - Discussant(s): 6 %&))& 6 "5)&* 6 '')&75 * $))&(&
2:30pm - 2:45pm Friday, March 14, 2014 IN DEFENSE OF (SELF) LOVE: NARCISSISTS’ NEGATIVE 1:30pm-2:50pm BEHAVIOR DURING ROMANTIC RELATIONSHIP CONFLICT Paper Thoreau @ A CUPP SYMPOSIUM: THE ROLE OF UNDERGRADUATES IN 0 PSYCHOLOGY TEACHING AND LEARNING Friday, March 14, 2014 1:30pm-2:50pm & 5 &' "! $7 & >"# $!") &#%$'$)$(* #$ &?" !& 8%&#%& !" # & 1$!' !&("# >&)* #$ $ "!# $!2) #- 65)# )&>&) "!")* & &>&")&' #%"# !" # > - !$!!" # 8& & - @ $7 & >&' 7* !'&1&!'&!# $'& " &!("( !( ! (! 2 "!#)* $ & !&("# >& 7&%"> $ &-(-0 # D !(0 !" & ")) !(0 ! 5)# !( %& "!!5") AA * 1$ 5 8 )) 2$ 5 $! #%& $1# ") $)& $2 '5 !( $!2) #- A$ # $!2) #0 !" # &1$ #&' )& 5!'& ( "'5"#& ! #&" % !( "!' )&" ! !( 8 #% ! '&1" # &!# $2 $ # &!# #$ #%& &)"# $! % 1 0 8% )& &1$ # !( #%& 1" #!& A * %$)$(*- A & &!#"# $! 8 )) 2$ 5 $! #5'&!# !>$)>& &!# ! 8& & $ & $ ##&' #$ #%& &)"# $! % 1 - & 5)# 5((& # #&" % !( )"7 0 #5'&!#)&' &> &8 ( $51 &-(- 511)& &!#") !" # &)21 $#& # >&)* '& $("#& &)"# $! % 1 1" #!& '5 !( ! # 5 # $!0 #5'&!# $!# 75# $! #$ &"# $! $2 " $5 & $! "!' "2#& $!2) # " " 8"* #$ '&2&!' "(" ! # &)"# $! % 1#% &"# - 5!'& ( "'5"#& !>$)>& &!# ! #&" % !(0 %" !& !( (" & '& (! #$ &! $5 "(& 511)& &!#") )&" ! !( 7&&! #5'&!# 0 "!' $#%& +.
8"* ! 8% % 5!'& ( "'5"#& (%# 7& !>$)>&' ! #&" % !( ! !$ ") * #& '&>&)$1 &!#0 "!' #%& &?#&!# #$ 8% % 8 #% ! #%& A * %$)$(* 5 5)5 - !&5 $"!"#$ ' 51# $! 5!'& ) & '* &(5)"# $! $2 $ & 1$!' !( 1 $ & & ! 1 * % "# ))!& - Presentations Presentations The Role of Undergraduates in Psychology Teaching and Learning: An Overview Using neural responses to fear for personality 7* * )>& # 5!#& &#$! ")) ! >& #* 'pattern-matching 7* A"5) %")&!0 " # $5#% $))&(& Supplemental Instruction for Introductory Psychology 7* A" (& %& &#$! ")) ! >& #*0 5 "! &"(5& &#$! Emotion, cognition, and the adolescent brain ")) ! >& #* 7* &"% $ & > ))&0 " >" ' ! >& #*
The Evolving Role of Learning Assistants Emotion regulation in the context of depression 7* %& *) - $5# &'$! " 7* &"#%& - *0 52# ! >& #*
Development of a Course for Teaching Assistants Are functional brain abnormalities in posttraumatic stress 7* &&1": & " &#$! ")) ! >& #*0 ; % A"#&) &#$! ")) disorder acquired or pre-existing? ! >& #*0 * )>& # 5!#& &#$! ")) ! >& #* 7* " % !0 52# ! >& #*
Game Design and Supplemental Learning in Statistics Friday, March 14, 2014 7* %$ " & !D&! )) " A"##& $! ! >& #* 1:30pm-2:50pm Discussant(s): " $)*! ($ #$ #- @$%! ! >& #* Poster Imperial Ballroom Friday, March 14, 2014 NEUROSCIENCE POSTERS 1:30pm-2:50pm Friday, March 14, 2014 1:30pm-2:50pm Symposium Statler CLINICAL SYMPOSIUM: NEURAL BASIS OF FEAR, ; 6 ANXIETY, DEPRESSION AND NORMAL ADOLESCENT BRAIN DEVELOPMENT POSTER 1 Friday, March 14, 2014 1:30pm-2:50pm CHOCOLATE DECREASES PAIN PERCEPTION
0 @ 6 ;0 March 14 Friday, @- ; ; ; %$ $)"#& $!#" ! &>& ") %& ") #%"# " & " $ "#&' 8 #% &5 $ "( !( #& %! C5& ! &" !()* &!"7)& &!# 2 "!")(& "- %& 1 & &!# &?1& &!# #& #&' #%& &22& # $2 !>& # ("#$ #$ 7&##& 5!'& #"!' #%& !&5 ") 7" $2 & $# $! %$ $)"#& $! " 5#& 1" ! 1& &1# $!- % #* 2 >& 1" # 1"!# 8& & "!' $(! # $! ! %&")#%* 25! # $! !( "!' 1 * % "# ))!& - ! & #%& ( >&! -Q+ $D- $2 F,T " "$0 $ -Q+ $D- $2 8% #& #% * 1$ 5 0 & &" %& 1 & &!# !&5 $ "( !( 2 !' !( ! %$ $)"#&0 "!' 57 &C5&!#)* #& #&' 5 !( #%& $)' 1 & $ #& #- !$ ") * #& "!' ) ! ") ' $ '& 5 % " 1$ ## "5 "# %& '"#" &>&") #%"# '" : %$ $)"#& (! 2 "!#)* &'5 &' 1" ! # & ' $ '& A "!' '&1 & $!- #0 '"#" 8 )) 7& 1& &1# $! ! #%& $)' 1 & $ #& #- 1 & &!#&' #%"# '& $! # "#& %$8 " 5)# 1)&>" "#& 1"##& ! "!")* $2 !&5 ") & 1$! & #$ #% && ' 22& &!# !#& 1 &#"# $! $2 POSTER 2 2&" 25) 2" ") &?1 & $! "! 7& 5 &' #$ 1 &' # $ & $! 1& $!") #* &" 5 & "!? &#*0 & 1"#%*0 '$ !"! &- & $!'0 " A PHYSIOLOGICAL CHARACTERIZATION OF COMMONLY '&>&)$1 &!#") 1& 1& # >& 8 )) 7& $22& &' 8 #% & 1& # #$ PRESCRIBED ANTIPSYCHOTIC DRUGS !$ "# >& # "H& #$ & $2 !&5 ") "#5 "# $! "!' 25! # $! & 1& "))* !&5 $'&>&)$1 &!#"))* &' "#&' % 2# ! 5 # )&>&) 0 7 " ! 25! # $! ! &)"# $! #$ & $# $! "!' $# >"# $! '5 !( "'$)& &! &- % '0 #%& !&5 ") "!' 1%* $)$( ") $ &)"#& $2 & $# $! &(5)"# $! " $!( %&")#%* "'5)# "!' "'5)# 8 #% " 8$ $ $!)* 1 & 7&' "!# 1 * %$# &' "# $! " & 7 ) 2* % #$ * $2 "H$ '&1 & $! 8 )) 7& $! '& &'- !"))*0 !&8 "!' 1& '")- & 8& & "' ! #& &' & #%& 7 ) 2* + !&5 $ "( !( '"#" 5 !( " $!$D*($# #8 ! 1" "' ( 8 )) 7& (O:( $ 1& '") (O:(0 "!' #& #&' 2$ 25)) 7&%"> $ ") 1 & &!#&' #%"# %&)1 )" 2* #%& '&( && #$ 8% % "7!$ ") # & ! " # > #* "!' 7)$$' 1 & 5 &0 " $ 1" & #$ $!# $) >")5& - 7 " ! 25! # $! !( 1" # 5)" )* ! #%& " *('")" "!' '$ ") "!#& $ & 5)# %$8&' #%"# #%& & &' "# $! '& &" &' 7)$$' !(5)"#& $ #&? &1 & &!# 2" ) ") >5)!& "7 ) #* #$ A >& 5 1 & 5 & "!' $>& &!# ' #5 7"! & 0 !" &)* "#")&1# " C5 &' (! $2 ))!& - $))& # >&)*0 #%& & 1 & &!#"# $! 8 )) 7&%"> $ - %& & #5' & 7 !( #$ ) (%# #%& 2" # #%"# #%& & &)5 '"#& !&5 ") 57 # "#& $2 1& $!") #*0 & $# $! "!' $(! # $! $ $!)* 5 &' ' 5( !&&' #$ 7& $ & )$ &)* $! #$ &' 2$ F,
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POSTER 3 6 - 0 6 - ;0 @ A A ;0 @ A- 6 INVESTIGATING THE MECHANISMS INVOLVED IN 6 0 ABERRANT NEUROSPHERE MIGRATION IN A6 A 0 SCHIZOPHRENIA " )* &! $ * &1 & &!#"# $! $2 # 5) " & 1 & 5 &' #$ 7& A 66 6 0 '&#& !&' 1 " )* 7* #%& # 5)5 "!' !'&1&!'&!# $2 1 $ A 66 6 0 :!$8)&'(&- & & 8& 1& 2$ &' )$!( #5' !") $1# ") "( !( $2 #%& 6 6 0 *!"1# $5#15# $2 #%& $)2" #$ * !& >& 7&2$ & "!' "2#& 2&" 0 6 66 60 ; $!' # $! !( ! (&!&#" (&#&' & "!' $7 & >&' &)& # >&0 6 6 " $ "# >& 2" ) #"# $! $2 #%& $5#15# $2 #%& !& >& &>$:&' 7* #%& #% &"#1 &' # >& $'$ "!#- % %$8 #%"# #%& "22& # >& >")5& $2 & $'&)&' (&!&# 1 &' 1$ # $! #$ % D$1% &! " B 7* # 5)5 "! 7& ! $ 1$ "#&' !#$ # &" ) & # &1 & &!#"# $! ! #%& &1 $( " !( 2 7 $7)" # 2 $ B 1"# &!# !#$ %5 "! 7 " !- !'5 &' 1)5 1$#&!# #& &)) % A "!' ' 22& &!# "# !( #%& & &)) !#$ !&5 ") 1 $(&! #$ &)) A "!' !&5 $! - & POSTER 6 $7 & >&' "7& "!# ( "# $! $2 B A ! > # $- $ !>& # ("#& #%& & %"! & 1$! 7)& 2$ #% "7& "!# LEARNED HABITS: DENDRITIC MORPHOLOGY IN DORSAL ( "# $!0 8& "! 15)"#&' #%& ; (!") !( 1"#%8"* ! STRIATUM B A - ! "'' # $!0 8& !>& # ("#&' 8%&#%& # &"# &!# 8 #% "!# 1 * %$# 8" 522 &!# #$ " &) $ "#& "7& "!# ( "# $!- 0 6 ; 6 0 @ B POSTER 4 ;0 6A ; A 0 ; TRUE AND FALSE MEMORIES WITH EQUIVALENT 6 0 A 6 SUBJECTIVE DETAIL DIFFERENTIALLY ACTIVATE N 6 SENSORY CORTEX "# 8& & # " !&' #$ 1 & " )&>& 2$ 2$$' 2$ & #%& L $ E+ @ 6- ;0 - ; & $! - #% ' ( $51 *$:&' #$ #%& E+ & $! ( $51 & & >&' & !2$ & !'&1&!'&!# $2 )&>& 1 & !(- '&>")5"# $! #& # !' "#&' #%"# &?#&!'&' )&>& # " ! !( & 5)#&' ! %"7 #5") A &> $5 25! # $!") "(!&# & $!"! & "( !( 26 #5' & & 1$!' !(- ! $ 1" "7)* # " !&' ( $51 0 $)( #" ! !( $2 #%& %">& &1$ #&' ( &"#& &! $ * " # > #* '5 !( # 5& & $ * #%"! 7 " ! %$8&' %"!(& '&!' # $ 1%$)$(* ! #%& # "#5 8 #% 2") & & $ *N %$8&>& 0 57H& # >& '&#" ) 8" !$# &C5"#&'- ! #%& &?#&!'&' # " ! !(- %& & 5)# !' "#& #%"# 7&%"> $ ") %"7 # " & 1 & &!# 26 #5'*0 57H& # >& '&#" ) '5 !( # 5& & $ * "!' " $ 1"! &' 7* %"!(& ! # "#") $ 1%$)$(*- 2") & & $ * ' ' !$# ' 22& 0 "!' 8& ") $ 2$5!' #%"# # 5& & $ * 75# !$# 2") & & $ * " # >"#&' &! $ * &( $! - % 5((& # POSTER 7 # 5& & $ * "!' 2") & & $ * %">& ' # ! # &1 & &!#"# $! ! #%& 7 " !0 &>&! 5!'& $!' # $! 8%&! 57H& # >& '&#" ) IMMEDIATE EARLY GENE EXPRESSION INDUCED BY FEAR &C5 >")&!#- CONDITIONING IN THE PERIWEANLING RAT.
POSTER 5 ; ; 0 J 0 6 6 AMYGDALA FUNCTIONAL CONNECTIVITY DURING RESTING STATE IS MODULATED BY SEROTONIN %& 1 & &!# &?1& &!# &?" !& #%& '&>&)$1 !( 2&" TRANSPORTER GENOTYPE $!' # $! !( 5 # ! "# 7&&! A QEG 5 !( 7&%"> $ ") #& # 0 5!$% #$ %& # * "!' CA- &%"> $ ") @ 0 &?1& &!# &?" ! !( "! 15)"# $! $2 #%& # &!(#% $2 #%& ">& >& # 5)5 2$5!' #%"# $!#&?#5") "!' "5' #$ * $!' # $! !( # &!(#%&!&' 7&&! A QEG- 5!$% #$ %& # * "!' !' > '5") " * !( #%& %$ # "))&) >" "!# $2 #%& +A CA "!")* $2 E &' "#& &" )* (&!& 5((& # #%"# (&!& %">& " % (%& : 2$ "!? &#* ' $ '& - & &?" !&' !&5 ") 5 # * " # >& '5 !( 2&" $!' # $! !( %"!(& 7&&! 8%&#%& " *('")"7" &' 25! # $!") $!!& # > #* ' 22& 7* A QEG0 1$ 7)* " $5!# !( 2$ #%& &!%"! & &!# $2 2&" +A '5 !( #%& & # !( #"#& ! %&")#%* "'5)# - %$ # "))&)& $!' # $! !( '5 !( #% '&>&)$1 &!#") 1& $'- " & %"' % (%& &1$ #&' #"#& "!? &#*0 %$8&' # $!(& $!!& # > #* $2 #%& " *('")" 8 #% #%& )&2# ! 5)"0 " &( $! !>$)>&' POSTER 8 ! & $# $!") ") &! &0 "!' %$8&' 8&":& $!!& # > #* 8 #% 2 $!#")0 # "#")0 "!' 1" &#") &( $! !>$)>&' ! &?& 5# >& $!# $) MODULATION OF LATERAL AMYGDALA EXCITABILITY BY $2 #%$5(%# "!' " # $! - VASOPRESSIN AND OXYTOCIN
FEAR LEARNING ENHANCES NEURAL RESPONSES TO ; 6 6; THREAT-PREDICTIVE SENSORY STIMULI F
%& " *('")" 1" # $2 #%& ) 7 * #& 1$ #"!# ! $ ") 7&%"> $ - 7!$ ") )"#& ") " *('")" " # > #* 1) "#&' ! POSTER 12 "5# 1& # 5 ' $ '& - %& 1&1# '& %$ $!& " ( ! !&>" $1 & ! A "!' $?*#$ ! " & % (%)* STRUCTURAL AND FUNCTIONAL BRAIN CHANGES IN " $ "#&' 8 #% $ ") 7&%"> $ "!' "* ") $ 7& !>$)>&' ! INDIVIDUALS WITH PTSD: A REVIEW OF CURRENT - & &0 8& %$8 #%"# A "5 & "! ! &" & ! FINDINGS !&5 $!") &? #"7 ) #*0 "!' &?& # $ 1)& &!#" * &22& # - A "!' "* $'5)"#& $ ") 7&%"> $ 7* $!# $)) !( " *('")" &? #"7 ) #*- 6
POSTER 9 & &" % !#$ & #" ! 7 " ! # 5 #5 & %" &>&")&' #%"# !' > '5") 8 #% 1$ ## "5 "# # & ' $ '& &?1& &! & HIGHER RESTING-STATE ACTIVITY IN AMYGDALA AND (! 2 "!# %"!(& 8%&! $ 1" &' #$ %&")#%* !' > '5") - %& & ACC CORRELATE WITH SHORTER TELOMERES. %"!(& ! )5'& '& &" &' >$)5 & $2 #%& " *('")"0 1" &' &" # > #* ! #%& ! 5)"0 ' ! %&' >$)5 & $2 #%& & &7 ") $ #&?0 A - BB0 0 @6 0 0 " # >"# $! $2 #%& >&!# $ &' ") 1 &2 $!#") $ #&?0 '& &" &' ; " # > #* ! #%& &' ") 1 &2 $!#") $ #&?0 "!' " '& &" &' $! &!# "# $! $2 " &#*)" 1& #"#& ! #%& "!#& $ !(5)"#& %& )&!(#% $2 #&)$ & & 0 1 $#& # >& &C5&! & "# #%& &!' $2 $ #&?- %& & ' $>& & %">& &?1"!'&' 5 &!# :!$8)&'(& $! % $ $ $ & 0 %" 7& $ & " " :& $2 "( !( "!' %&")#%- #%& ' $ '& - A * %$)$( ") # & " $ "#&' 8 #% " &)& "#&' #&)$ & & %$ #&! !(- & &?" !&' #&)$ & & )&!(#% "!' & # !( #"#& POSTER 13 " #& ") 1 ! )"7&) !( '"#" 2 $ QE 57H& # - & 2$5!' ( &"#& & # !( #"#& " # > #* ! #%& " *('")" "!' #%& "!#& $ !(5)"#& SOCIAL ISOLATION IMPAIRS NOVELTY PREFERENCE, $ #&? 8" " $ "#&' 8 #% %$ # #&)$ & & )&!(#%- % )&!' WHILE OXYTOCIN SHOWS A REGION-SPECIFIC 511$ # #$ #%& %*1$#%& % $! # & "5 & #&)$ & & FACILITATIVE ROLE %$ #&! !(- ; ;0 @- 60 J - POSTER 10 6
RISKY DECISIONS IN COLLEGE WOMEN: ARE OVARIAN 5#& $ ") $)"# $! "5 &' " (! 2 "!# '& & &!# ! $ ") HORMONES TO BLAME? !$>&)#* 1 &2& &! & ! 7$#% ")& "!' 2& ")& H5>&! )& "# 0 " $ 1"! &' 7* "! ! &" & ! 1)" " $ # $ #& $!& ! ")& - 0 - A 0 B0 $!)*- )$ : !( J & &1#$ ! #%& !5 )&5 " 5 7&! A 0 ; - 0 J 6- '& &" &' !$>&)#* 1 &2& &! &0 75# "' ! # "# $! $2 J %"' !$ &22& #- '' # $!"))*0 &!# "))* "' ! #& &' J 2" )&' #$ & #$ &
!$>&)#* 1 &2& &! & 2$))$8 !( $)"# $!- %& & & 5)# '& $! # "#& March 14 Friday, "#5 "))* * ) !( 8$ &! "!' 8$ &! #": !( $ ") #%& '&# &!#") &22& # $2 $ ") $)"# $! $! $ ") 7&%"> $ "!' $!# " &1# >& "#&' :* 7&%"> $ "!' ) :&) %$$' $2 #%& &( $! 1& 2 2" ) #"# >& $)& $2 J- &!("( !( ! : 0 $ 1)&#&' #%& "))$$! !")$( : " : 0 "!' &)& #&' ")& 2" & #$ %" & %*1$#%&# ") #5"# $! - POSTER 14 !' "#&' % (%& 1 $1&! #* #$8" ' : '5 !( ')5#&") 1%" & ! "!' '5 !( &! & ! - "#&' &?5") HEIGHTENED SENSITIVITY TO AVERSIVE STIMULI AND #5"# $! $ & :* #%"! 0 75# 7$#% ( $51 1 &2& &' STATE ANXIETY EFFECTS IN BTBR T+TF/J " 5) !& > - 2& ! !& 2" & - A $1&! #* #$8" ' :#": !( 8" !>& &)* &)"#&' #$ ") >" * 1 $(& #& $!& )&>&) - @ A 0 A 0 6 POSTER 11 5# 1& # 5 ' $ '& " !&5 $'&>&)$1 &!#") ' $ '& DIFFERENTIAL PATERNAL CARE TOWARDS SONS AND %" " #& D&' 7* "7& "!# $ ") 1%&!$#*1& - _#2O@ & DAUGHTERS 1$ & (&!$#*1& "!' 1%&!$#*1& )" #$ %5 "! - "!? &#* & &" % %" 1 $'5 &' ! $! #&! & #%"# " & @ B0 66 0 B " 5 &' #$ 7& '5& #$ %& (%#&!&' 1%$#$ &! # > #*- $ ; @ A %" " #& D& #% 0 8& & $ 1" &' #$ +Q OF@ &0 "!' 57H& #&' #$ >" "# $! ! ))5 !"# $!- & 5)# ))5 # "#& )#%$5(% 1 &> $5 & &" % $! 1" &!#") 7&%"> $ %" 2$ 5 &' 1$ & !( ! &" &' "!? &#* 8%&! &?1$ &' #$ % (% ))5 !"# $!- 1 " )* $! "#& !") " &0 #% #5'* " #$ !>& # ("#& #%& % ))5 # "#& #%"# %5 "! "* %">& )" "!? &#* "!' '&>&)$1 &!#") $! &C5&! & $2 1"#& !") " & $! A& $ * 5 1%$#$ &! # > #*- ") 2$ ! 5 $22 1 !(- & "! 15)"#&' )&>&) $2 1"#& !") " & 7* ' 1)" !( 151 2 $ #%& !& # "!' $7 & >&' 57 &C5&!# POSTER 15 1"#& !")2 ) ") !#& " # $! - A &) !" * '"#" 5((& # ' 22& &!# ") # &"# &!# $2 $! "!' '"5(%#& 0 8 #% ' 1)" &' $! & & > !( CONTINUOUS BUT NOT INTERMITTENT ACCESS TO $ & " & #%"! '"5(%#& - 5 #%& 7&%"> $ ") "!' %$ $!") '"#" ETHANOL INCREASES ANXIETY-LIKE BEHAVIOR IN MALE 8 )) &)5 '"#& ' 22& &! & ! 1"#& !") &22& # 7&&! #%& &?& - C57BL/6J MICE FE
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
POSTER 16 AA
TELOMERE LENGTH IS ASSOCIATED WITH % #5'* )$$:&' "# #%& &22& # $2 $ ") # & $ ! #%& 2$ $2 STRESS-RELATED ACTIVATION OF THE ACC AND #%& 6$!# &") "( !( # & #& # 6 $! 1&$1)& 8 #% HIPPOCAMPUS * 1#$ $2 "!# $ ") 1& $!") #* ' $ '& 5 !( $ # $) " 1)& #$ '&#& !& # & & 1$! &- !# $ ") 1& $!") #* @6 0 A BB ; ' $ '& * 1#$ 8& & "!")*D&' 5 !( #%& &)2 &1$ #&' 0 6 B 57#*1& $2 !# $ ") &%"> $ C5& # $!!" &- AA 6 0 ; POSTER 20
&)$ & & )&!(#% !"#5 "))* %$ #&! 8 #% "(&0 75# %$ #&! !( AN INVESTIGATION OF CHRONIC STRESS LEVELS IN ") $ " $ "#&' 8 #% % $! # & "!' &)&>"#&' )&>&) $2 RECENT MOTHERS USING HAIR CORTISOL $ # $)- % #5'* &?" !&' #%& &)"# $! % 1 7&&! " # >"# $! ! # & &)"#&' !&5 ") 5 # * "!' #&)$ & & )&!(#% ; ;0 6 '5 !( "! " 5#& 1 * %$ $ ") # & $ - & 5)# !' "#& #%"# %$ #& #&)$ & & )&!(#% " $ "#&' 8 #% ! &" &' " # >"# $! ! #%& "!#& $ !(5)"#& $ #&? "!' % 11$ " 15 - %& & & 5)# %& "7 ) #* #$ " "* %" " 1)& #$ '&#& !& )&>&) $2 #%& # & 5((& # #%"# !' > '5") ' 22& &! & ! #%& !&5 ") & 1$! & #$ %$ $!&0 $ # $)0 %" "))$8&' 2$ #%& #5'* $2 #%& 1%* $)$( ") # & $ "* 7& &)"#&' #$ #&)$ & & )&!(#%- #$)) $2 % $! # & $ - % #5'* &?" !&' %$8 )&>&) $2 %" $ # $) " $!( $#%& $2 !2"!# 2)5 #5"#&' " " 25! # $! $2 POSTER 17 C5"!# 2 "7)& ) 2& # & $ - $5 &%$)' ! $ & "!' "#& !") )&&1 '&1 >"# $! & & (&' " #8$ (! 2 "!# $ &)"#& $2 "#& !") %" ACUTE STRESS-INDUCED RELAPSE TO FOOD-SEEKING IN $ # $)- !' !( %">& 157) %&")#% 1) "# $! ( >&! #%& %&")#% CHRONICALLY STRESSED RATS : " $ "#&' 8 #% % $! $ # $) &)&>"# $!-
;- 0 ; 6 POSTER 21 A EMERGENCE OF NICOTINE-INDUCED ANXIOGENESIS % #5'* &?1$ &' "# #$ !H& # $! $2 *$% 7 !& 2$))$8 !( #%& DURING WITHDRAWAL ON THE ELEVATED PLUS-MAZE &?# ! # $! $2 )&>& 1 & !( 2$ % (%)* 1")"#"7)& 2$$' % $! # & 0 "!' #%&! !H& # $! $2 *$% 7 !& 1 $ #$ & $! #$ #& # @ 0 ; 60 @ AA0 2$ & ! #"#& &!# " 5#& # & - ELL.,0 " '$1" !& ) :& 0 K A;0 @ ; & &1#$ "!#"($! #0 8" ") $ "' ! #& &' 8 #% !H& # $! $2 6 *$% 7 !&- %& 1 &) !" * & 5)# %$8 #%"# "# % $! "))* # & &' 8 #% *$% 7 !& ' 1)"*&' "! ! &" &' "(! #5'& $2 %& 1 & &!# #5'* !>& # ("#&' #%& & & (&! & $2 ! $# !& &)"1 &- & ") $ 2$5!' #%"# ELL., $ 7 !&' 8 #% &1&"#&' !'5 &' "!? $(&!& '5 !( 8 #%' "8") 5 !( #%& &)&>"#&' *$% 7 !& !H& # $! )& &!&' #%& &22& # $2 *$% 7 !& $! )"#& 1)5 "D& "!' 1 "(5& "8)&* "# - "# 8& & #& #&' '" )* $! & ! #"#& &!#- #%& A60 EL %$5 "2#& "! !H& # $! $2 ! $# !& ,-L (O:( #$ #& # 2$ "!? $(&! &22& # - ! $# !& !'5 &' "!? $(&! 1"##& ! POSTER 18 '&>&)$1&' $! '"* L- * '"* F #%& ! $# !&# &"#&' "# %"' (! 2 "!#)* % (%& "!? $(&! & 5)# #%"! #%& $!# $) ( $51- RELATIONSHIPS AMONG DISPOSITIONAL OPTIMISM, % #5'* '& $! # "#& #%& &?1&' # $5 '&>&)$1 &!# $2 "!? &#* SUPPORT SYSTEMS, CORTISOL, AND ACADEMIC STRESS '5 !( ! $# !& 8 #%' "8")- ON STUDENTS POSTER 22 0 A AA A BEHAVIORAL DEPRESSION INDUCED BY NICOTINE: ENVIRONMENTAL CONTEXT IS A STRONG MODERATOR FL
$)& $2 $>& # " ! !( " " # ("# !( 2" #$ ! 1%" " $)$( ") 0 A;0 @ AA0 @ #5' & $2 & $ * $'5)"# $! $! '& &'- 0 @ ;0 ; 6 6 POSTER 26
%& 15 1$ & $2 #% &?1& &!# 8" #$ #5'* #%& &22& # $2 EFFECTS OF MK-801 ON CONDITIONED TASTE AVERSION, &!> $! &!#") $!#&?# "!' ' * )$ & !& # &"# &!# $! #%& THE LATENT INHIBITION EFFECT, AND MEMORY & $>& * 2 $ ! $# !& !'5 &'7&%"> $ ") '&1 & $! ! "# - RECONSOLIDATION IN RATS %& & 5)# '& $! # "#& #%"# $!#&?# 8" " # $!( &' "#$ $2 ! $# !& !'5 &' 7&%"> $ ") '&1 & $!0 "!' #%"# ' * )$ & !& 6 - ; 0 && &' #$ %">& ) ##)& &22& #- %& & & 5)# "* 5((& # #%"# #%& - 0 @- '&1 & $! "!' "!%&'$! " &?1& &! &' '5 !( #$7" $ 8 #%' "8") "* 7& &' "#&' 7* &!> $! &!#") $!#&?#- $!' # $!&' #" #& ">& $! &1 & &!# " 8&)):!$8! 2$ $2 )" ") $!' # $! !( ! 8% % 6 & &1#$ "11&" #$ 1)"* "! POSTER 23 1$ #"!# $)&- % && &?1& &!# &?" !&' #%& &22& # $2 #%& 6 "!#"($! # 6;/, $! $!' # $!&' #" #& ">& $! "!' #%& NICOTINE INDUCES ALTERATIONS ON FR-SCHEDULE )"#&!# !% 7 # $! &22& # ! "# - & 5)# !' "#&' #%"# 6;/, RESPONDING MAINTAINED BY A VISUAL STIMULUS !'5 &' " )' #" #& ">& $!0 #%"# 1 &&?1$ 5 & "##&!5"#&' #% &22& #0 "!' #%"# 6;/, '$& !$# ' 51# & $! $) '"# $! $2 @ - AA0 ; 60 @ 0 #%& & $ * 2$ 1 &&?1$ 5 &- 0 A;0 @ ; 6 POSTER 27
$# >"# $! "! 1$ #"!# " 1& # $2 ! $# !& 8 #%' "8")- %& PERFORMANCE OF HIV-1 TRANSGENIC RATS IN A 15 1$ & $2 #%& 1 & &!# #5'* 8" #$ && 2 8 #%' "8") !'5 &' NON-SPATIAL BARNES MAZE TASK " $# >"# $! # "! &!' & !2$ & #*1&- > 5") # 5)5 8" 5 &' #$ & !2$ & "# R $1& "!# & 1$!' !(- $# !& 8" 6 0 6 "' ! #& &' 2$ #&! '"* - ! #%& "7 &! & $2 ! $# !&0 #%& >")5& $2 0 0 - 66 #%& ' ! %&' "!' #%& & 5)# 5((& # #%"# #%& &>")5"# $! $2 A6 0 !$!#$7" $ & !2$ & "* 1)"* " $)& ! #%& " $# >"# $! '5 !( 8 #%' "8")- %& !$! !2& # $5 "! (&! ( "#0 &?1 & !( Q $2 . (&!& 0 " >")5"7)& $'&) $2 #%& 1" # $2 % $! POSTER 24 &?1$ 5 & #$ > ") 1 $#& ! $! $! &C5&!# !&5 $)$( ") "!' 7&%"> $ ") "! 2& #"# $! - & 1 &> $5 )* %$8&' #%"# ( EFFECTS OF THE PROTEIN SYNTHESIS INHIBITOR "# &?% 7 # )&" ! !( '&2 # ! "! ">& >& 8"#& "D& #" :- ! CYCLOHEXIMIDE ON EXTINCTION AND RECONSOLIDATION #% #5'*0 8& 5 &' #%& " !& "D& #$ "! 15)"#& #%&
IN THE SAND MAZE ">& >&!& $2 #%& #" :- ( "# &?1 & &' !&5 $ $(! # >& March 14 Friday, '&2 # 5!'& $ & 75# !$# ")) $!' # $! - - 0 @-0 6 6 POSTER 28
"# 8& & # " !&' #$ ' ( ! " "!' "D& 2$ & !2$ & &!#- 2#& TEMPORALLY GRADED CYCLOHEXIMIDE INDUCED " C5 # $!0 & !2$ & &!# 8" & $>&' 2 $ #%& "D&0 "! ") RETROGRADE AMNESIA FOR LATENT INHIBITION IN THE 8& & !H& #&' 8 #% ") !& $ * )$%&? '&0 "!' E, ! )"#& 8& & RAT "))$8&' #$ &?1)$ & #%& "!' "D&- 8&!#*2$5 %$5 )"#& "! ") 8& & !&' #$ #%& "!' "D& 2$ " !$! & !2$ &' @6 0 A K &#&!# $! #& #- & 5)# !' "#&' #%"# "! ") )&" !&' #%& #" : 8&))0 75# #%"# *)$%&? '& %"' !$ &22& # $! &?# ! # $! $ &#&!# $! 1& 2$ "! &- A &> $5 & &" % %" '& $! # "#&' #%"# & $ & " & >5)!& "7)& #$ ' 51# $! 2 "! " !& # "(&!# "' ! #& &' POSTER 25 %$ #)* "2#& )&" ! !(- ! &?1& &!# 8 #% "# !>& # ("#&' 8%&#%& )"#&!# !% 7 # $! 8" 5 &1# 7)& #$ &# $( "'& " !& "- EFFECT OF MGLUR7 ANTAGONIST MMPIP ON SPATIAL %&! * )$%&? '& 8" "' ! #& &' &' "#&)* "2#& $ F, MEMORY RETRIEVAL IN RATS !5#& 2$))$8 !( $!#&?# 1 &&?1$ 5 & #%& & 8" (! 2 "!# 2$ (&## !(0 75# !$# 8 #% " )$!(& E, !5#& 1$ #1 &&?1$ 5 & 0 - 0 @- '&)"*- & 5)# ))5 # "#&' #%"# &# $( "'& " !& " 2$ )"#&!# !% 7 # $! %" & " )" #& 1$ ") ( "' &!# %" " #& # 8 #% $#%& & $ & - '5)# 1 "(5& "8)&* "# 8& & ( >&! 2$5 # " ! !( # ") 1& '"* $! 2$5 $! & 5# >& '"* ! #%& 6$ 8"#& "D&- % #* POSTER 29 !5#& 1 $ #$ " &#&!# $! #& # $! '"* +0 "! ") 8& & "' ! #& &' & #%& , (O:( $2 66AA0 #%& )5Q "!#"($! #0 EFFECTS OF DIRECTIONAL ORIENTATION AND $ ") !& !# "1& #$!&"))*- A& 2$ "! & $! #%& &#&!# $! #& # ' ' DEFLIGHTING ON LATERAL BEHAVIOR IN CARIBBEAN !$# &>&") "!* (! 2 "!# ' 22& &! & 7&&! #%& ( $51 - %& FLAMINGOS FG
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
POSTER 30 A @- 0 6 THE EFFECTS OF SPRINKLER ENRICHMENT ON THE BEHAVIOR OF CAPTIVE CARIBBEAN FLAMINGOS A &> $5 & &" % %" '& $! # "#&' " &)"# $! % 1 7&&! #$#") )&&1 '&1 >"# $! "!' &?1 & $! $2 " $ 1% !& !'5 &' A 60 @K 0 $!' # $!&' 1)" & 1 &2& &! & AAN % &# ")-0 E,- $8&>& 0 6 @ A #%& &)"# $! % 1 7&&! 6 )&&1 '&1 >"# $! "!' ' 5( !'5 &' AA &?1 & $! & " ! &)"# >&)* 5!&?1)$ &'- " 77&"! )" !($ A%$&! $1#& 5 57& "# #%& A% )"'&)1% " %& 1 & &!# #5'* '& $! # "#&' #%"# '5 !( AA B$$ 8& & $7 & >&' 2$ " +'"* 7" &) !& 1& $' "!' " +'"* $!' # $! !( '$& !$# "22& # #%& " C5 # $! $ &?# ! # $! $2 " "! 15)"# $! 1& $' '5 !( 8% % " 1 !:)& 8" !# $'5 &' #$ &#%" 1%&#" !& !'5 &' AA0 5((& # !( #%"# #%& & "* !$# 5)"#& " !0 8% % #%$5(%# #$ ! &" & " # > #* ! 2)" !($ - 7& " &)"# $! % 1 7&&! "!' ' 5( 1 &2& &! &- & 5)# !' "#&' #%"# #%& 1 !:)& ! &" &' #%& $ 5 &! & $2 "!* 1& & #*1 ") 7&%"> $ 0 "!' #%"# 7&%"> $ ' & #&' "# #%& POSTER 34 1 !:)& 8"#& # &)2 %"7 #5"#&' " $ '"* $>& #%& $5 & $2 #%& "! 15)"# $! 1%" &- EFFECTS OF GENDER AND SOCIAL STIMULATION ON ETHANOL CONSUMPTION IN CD-1 MICE POSTER 31 A0 6 0 6 0 EFFECTS OF EARLY POSTNATAL ACUTE ALCOHOL 60 6 0 EXPOSURE ON BEHAVIORAL AND COGNITIVE PERFORMANCE IN ADOLESCENT/YOUNG ADULT RATS &! ( $51 $2 &0 ! " E?E?L 2" #$ ") 8 #% #8$ )&>&) $2 !:& &!'& 6")& > - & ")&0 #8$ )&>&) $2 "(& "#& 0 6 - ; &!'& 6")& > - & ")& "!' #% && )&>&) $2 5 7& $2 0 @- J "(& "#& $)"# $! > - !& > - 8$0 8& & &>")5"#&' 2$ 0 6 6 0 6- 0 - &#%"!$) $! 5 1# $!- A $? ") "(& "#& !: !( 1 $ &'5 & 0 @- & 1)$*&' !:& &1" "#&' 2 $ "(& "#& > " )&" 7" & - !()& "(& "#& $! 5 &' $ & &#%"!$) #%"! $57)& '$)& &!#O*$5!( "'5)# "# 8& & "' ! #& &' " 7"##& * $2 #& # "(& "#& - $57)& "(& "#& !'5 &' $ & ' !: !( #%"! "2#& " 5#& &#%"!$) &?1$ 5 & "# AG $ AE- ! ") !()& "(& "#& 0 !" &)* ! & ")& !:& - "' ! #& &' ") $%$) "# AG %$8&' "!? $)*# &22& # ! #%& &)&>"#&' 1)5 "D& 8% )& "! ") &?1$ &' "# AE %$8&' POSTER 35 %*1& " # >& 7&%"> $ ! #%& $1&! 2 &)'- & 1 #& #%& & &22& # 0 "! ") %$8&' !#" # &!> $! &!#") %"7 #5"# $!0 8"#& "D& COMPARING THE EFFECTS OF ETHANOL EXPOSURE 1& 2$ "! &0 "!' 7&" 8"): !(- %& & & 5)# 5((& # " DURING ADOLESCENCE AND ADULTHOOD ON 1$ 7)& ' 22& &!# ") &22& # $2 &" )* " 5#& ") $%$) &?1$ 5 & $! REPRODUCTIVE BEHAVIORS IN MALE RATS "!? &#* "!' )$ $ $#$ " # > #* ! *$5!( "'$)& &!#O"'5)# "! ") - 6- 0 - 0 - POSTER 32 0 6
EFFECT OF METHYLPHENIDATE PREEXPOSURE ON & &?" !&' #%& &22& # $2 &1&"#&' &#%"!$) $! 5 1# $! $! METHYLPHENIDATE-INDUCED CONDITIONED TASTE &1 $'5 # >& 7&%"> $ ! ")& "# - "# & & >&' &#%"!$) $ AVOIDANCE 8"#& > " (">"(& 2$ / 8&&: 7&( !! !( ! "'$)& &! & $ "'5)#%$$'- &1 $'5 # >& 7&%"> $ 8& & " & &' '5 !( 6 6 6 $! 5 1# $! "!' "2#& "7 # !&! &- >& "))0 8& 2$5!' #%"# 0 - B 0 6- J0 &#%"!$) 1" &' $15)"# $!0 75# #%& 1"##& ! "!' &>& #* >" &' - ;0 - 6 7* "(&- #%"!$) $! 5 1# $! 8" ") $ " $ "#&' 8 #% &'5 &' 5)# " $! >$ ") D"# $! "!' 1" #!& 1 &2& &! & ! #%& "'$)& &!# ( $51 ")$!&- %& & 2 !' !( 5((& # #%"# &#%"!$) &?1$ 5 & %& &22& # $2 1 &&?1$ 5 & #$ 6&#%*)1%&! '"#& 6A $! 6A '5 !( "'$)& &! & "* %">& )$!(#& &22& # $! &1 $'5 # $!- F+
POSTER 36 "))5 !"#$ * ' 5( 5 & 8" %*1$#%& D&' #$ )&"' #$ > 5") &22& # )" #$ #%$ & 2$5!' ! % D$1% &! "- % #5'* $ 1" &' EFFECTS OF SOCCER BALL HEADING ON NASAL 1 * %$#$ &# ' 5( 5 "(& #$ &)2 "#&' > 5") !#&! # & $2 FUNCTION MEASURED BY RHINOLOGICAL PATENCY $1# ") ))5 $! - A" # 1"!# $ 1)&#&' " 5 >&* "7$5# ' 5( 5 & "!' "#&' > 5") !#&! # & $2 $1# ") ))5 $! - & $2 A )$ *7 ! 6 0 0 A- O-A60 '& &" &' #%& !&("# >& !#&! #* $2 ))5 $! 0 0QG M +-L0 1 M ; 0 ; 0 6 -,EF0 8% )& 5 & $2 ! &" &' #%& 1$ # >& !#&! #*0 0QG M @ G-,0 1 M -,G.- ! !#& " # $! 7&&! "!' A )$ *7 ! " $ & 8 #% #%& ))5 $! $2 $>& &!# $2 $!& ))5 $!0 0QG M F-G0 1 M %& 1 & &!# #5'* &?" !&' #%& &22& # $2 $ & 7")) [%&"' !([ -,L- 2 &C5&! * "!' !#&! #* $! !" ") 25! # $! !(- & 5)# !' "#&' "#%)&#& 8%$ %&"'&' #%& 7")) 8 #% ( &"#& 2 &C5&! * $ !#&! #* POSTER 40 %"' (! 2 "!#)* )$8& !%")"# $! "!' &?%")"# $! 1& 2$ "! & #%"! #%$ & "#%)&#& 8%$ %&"'&' #%& 7")) 8 #% )$8& 2 &C5&! * $ LETTER CONFUSABILITY AND WORD LENGTH EFFECTS IN !#&! #*- 5 % 1& 2$ "! & !' "# >& $2 '" "(& 8 #% ! #%& PURE ALEXIA !" ") "> #*- $ & 1)"*& %$5)' $! '& #% & &" % ! $ '& #$ &'5 "#& "!' 1 &>&!# 25#5 & '" "(& #$ #%& !" ") "> #*- 6 A0 @ ; 6 POSTER 37 %& 5 &!# #5'* &?1)$ &' #%& &22& # $2 7$#% 8$ ' )&!(#% "!' EFFECTS OF 5?-ANDROST-16-EN-3?-OL SCENT )&##& $!25 "7 ) #* ! " 1"# &!# 8 #% A5 & )&? " @ 5 !( " ADMINISTRATION ON MALE GAMBLING BEHAVIOR # 5)5 &# 8%& & #%& & #8$ 1 &' #$ >" "7)& 8& & )& % (%)* $ &)"#&' #%"! ! 1 &> $5 & &" %0 $ " #$ &'5 & A; 0 6 0 0 5)# $)) !&" #* 5& - %&! !" !( )"#&! & 8& & &( & &' A OA6 @ $! 7$#% 8$ ' )&!(#% "!' 5 &' )&##& $!25 "7 ) #*0 8$ ' )&!(#% 8" 2$5!' #$ 7& " (! 2 "!# 1 &' #$ >" "7)&0 8%& &" 6")& 1" # 1"!# $ 1)&#&' " 7)" :H" : (" 7) !( #" : 8% )& 5 &' )&##& $!25 "7 ) #* 8" !$#- &?1$ &' #$ & #%& !$ &!# $!# $) $ "!' $ #&!$) &?1& &!#") $!' # $!- 6")& (" 7)&' 2$ " (! 2 "!#)* )$!(& 1& $' $2 # & Friday, March 14, 2014 8%&! &?1$ &' #$ "!' $ #&!$)0 #LF M E-,.0 1R-,+- $ & $! " 1:30pm-2:50pm &! "# $! &&: !( ")& ") $ !' "#& "! !#& " # $! 7&&! &!# "' ! # "# $! "!' 1& $!") #* %" " #& # - %5 0 #%& "' ! # "# $! $2 & #" ! 2& ")& 1%& $ $!& "* )&"' #$ "! Paper Berkeley ! &" &' '& & ! ")& #$ &!("(& ! &! "# $! &&: !( $ INTERNATIONAL PAPERS: ISSUES IN CROSS-CULTURAL :#": !( 7&%"> $ - PSYCHOLOGY
Friday, March 14, 2014 March 14 Friday, POSTER 38 1:30pm-2:50pm
THE RELATIONSHIP BETWEEN PTC TASTER STATUS, PERSONALITY CHARACTERISTICS, FRUSTRATION LEVELS, AND SEX 6
6 A; 0 6 0 A0 @ @ 1:30pm - 1:45pm
A &> $5 #5' & %$8 &)"# $! % 1 7&&! A #" # !( "7 ) #* THE CAREER CONSTRUCTION OF TEACHING STAFF IN A "!' & $# $! - & &" %& 7&) &>& #%"# 51& #" #& 8 )) !' "#& POST-DOCTORAL BUSINESS PROGRAM IN BRAZIL % (%& 2 5 # "# $! "2#& " #" : #%"! #" #& "!' !$!#" #& - %& -- 6 5 &!# #5'* &" 5 &' #% #* 2 >& 1" # 1"!#R 1& $!") #* 5 !( B0 B 6 ;6;0 B ] #%& ( >& A& $!") #* !>&!#$ *0 A &! # > #*0 "!' 0 K 6 2 5 # "# $! 5 !( #%& J- & 5)# 1" # "))* 511$ #&' #%& 6 B %*1$#%& - 51& #" #& 7& " & (! 2 "!#)* $ & 2 5 # "#&' #%"! #" #& 0 75# !$ (! 2 "!# ' 22& &! & 8" 2$5!' 2$ % #5'* "!")*D& #%& 8"* "D ) "! #&" % !( #"22 1 $2& $ 0 !$!#" #& - 1) "# $! ! )5'& " 1$ 7)& &)"# $! % 1 7&&! )& #5 & "!' & &" %& $2 #%& 5 !& ' ! # "# $! 1%* $)$(* "!' & $# $! - 1$ #'$ #$ ") 1 $( " &&: #$ 75 )' "!' '&>&)$1 #%& " && $! '& !( #%& $ ("! D"# $!")0 1$) # ")0 $ ") "!' 5)#5 ") POSTER 39 $!#&?# ! 8% % #%&* " & ! & #&'- & &?1& # #$ '&!# 2* #%& " ! ! # #5# $! #%"# "22& # #%& " && "!' #%& 8"* # $ 5 - THE GIRL WITH KALEIDOSCOPE EYES: EFFECTS OF & &?1& # #$ & #"7) % "!' "!")*D& #%& 1# $2 " && 5 &' 7* PSYCHOTOMIMETIC DRUGS ON VISUAL PERCEPTION #%& #$ 75 )' #%& " && " " "'& - ; B 0 ; K 1:50pm - 2:05pm FF
MULTICULTURAL COMPETENCY TRAINING: INTERNATIONALIZING THE PSYCHOLOGY CURRICULUM K @6 6 THROUGH USE OF MOTION PICTURES
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
Discussant(s): &(( &! C5& @" & 6"' $! ! >& #* 2:10pm - 2:25pm
ADAPTATION, GENDER AND SELF-ESTEEM: Friday, March 14, 2014 POST-MIGRATION EXPERIENCES OF FILIPINO 1:30pm-2:50pm IMMIGRANTS Symposium Georgian A 6 @ 0 6 6 0 0 COGNITIVE INVITED SYMPOSIUM: HUMAN CAPACITY FOR LANGUAGE % #5'* &?1)$ & (&!'& ' 22& &! & ! #%& &?#&!# #$ 8% % Friday, March 14, 2014 "'"1#"# $!0 1& & >&' $ ") 511$ # "!' 1& $!") 2" #$ $1 !( 1:30pm-2:50pm #*)&0 &)2& #&& 0 )$ 5 $2 $!# $) 1 &' # &)2& #&& " $!( ) 1 !$ ( "!# - !' !( 2 $ & $!'" * '"#" "!")* & VA- (7"*"! &8& #0 ./. !MEF0 65 "* & &" % % >&0 " >" ' ! >& #*0 " 7 '(&0 6W " & !#& 1 &#&' ! &)"# $! #$ & *R $ 5)#5 ") $'&) $2 "'"1#"# $! ..Q "!' THE HUMAN CAPACITY FOR LANGUAGE: DESIGN, $!#& 1$ " * & &" % $! ( "!# "!' 2 #(&!& "# $! REGENESIS AND EVOLUTION ) 1 !$ - %& $)& 1)"*&' 7* & & ( !( E # &!#5 * #& %!$)$( & ") $ &?1)$ &' VQ+ 8$ ' W % * 1$ 5 &?" !& #%& 7" $2 #%& %5 "! "1" #* 2$ )"!(5"(& 7* $! '& !( # '& (!- ! C5& 5! >& ") '& (! #%& %")) " : $2 " 1& ") D&' 7 $)$( ") * #& 0 $ 2 )"!(5"(& 2:30pm - 2:45pm " 1& ") D&' * #& 0 #%&! " ' # ! # )"!(5"(& %$5)' $!>& (& $! #%& '& (! " $ %"!!&) N 1&& % > - (& #5 & N THE BUGIS TRIBE'S FIVE GENDERS: A PSYCHOLOGICAL 7 #% '& (! $5)' & & (& 1$!#"!&$5 )* ! $5 1& & N "!' AND QUALITATIVE STUDY # &>$)5# $! %$5)' 1 $>& #%& 1& & R 2 # #$ # ! %&- % && ; #"): &>")5"#& #%& & 1 &' # $! -
%& 5( # 7& & $(! D& 2 >& (&!'& "!0 8$ "!0 ")"7" 0 Presentations ")")" 0 "!' 7 5- >&! #$ '&&1&! #%& 5 &!# 5!'& #"!' !( $2 #%& 5( # 7& "!' # > &8 $2 (&!'& 0 #%& & &" %& $!'5 #&' Phonological design: speech and sign 2 &)'8$ : ! $5#% 5)"8& 0 !'$!& "0 !>$)> !( C5") #"# >& "!' 7* & &!# $ #%&" #& ! ! >& #* &#%!$( "1% ") & &" % "11 $" %& - %& #5'* 2$5!' #%"# '& 1 #& # " &1# !( &?#& $ ! $ 1" $! #$ $#%& $ &# & ! From homesign to sign language: Creating language in the #%& 8$ )'0 #%& 5( # 7& # )) 1)"(5&' 7* &? "!' manual modality ' !"# $! #$8" ' & #" ! (&!'& - 7* 5 "! $)' !6&"'$8 ! >& #* $2 % "($
Friday, March 14, 2014 Language as an Adaptation to the Cognitive Niche 1:30pm-2:50pm 7* #&>&! A !:& " >" ' ! >& #*
Symposium Winthrop & &!# $ #%&" #& ! ! >& #* SCRA SYMPOSIUM: THE CURRENT AND FUTURE STATUS Discussant(s): OF PROFESSIONAL PSYCHOLOGY Friday, March 14, 2014 Friday, March 14, 2014 1:30pm-2:50pm FQ
1:30pm-2:50pm POSTER 1
Event Terrace EVALUATING THE IMPACT OF A HIGH-FAT DIET ON LATENT LEARNING IN RATS PREPARING FOR YOUR CAREER WITH A PSYCHOLOGY DEGREE B - 0 6- Friday, March 14, 2014 6 1:30pm-2:50pm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
& !>& # ("#&' 8%&#%& 1" !#&' #5 #)& % * & * 1 #" $5)' Friday, March 14, 2014 $)>& " '&#$5 1 $7)& 2$ 2$$' &8" '- ! #"(& 0 #%& #5 #)& 1:30pm-2:50pm 8& & #"5(%# #$ &"# ! "! &! )$ 5 & 75# 8& & 7" &' 2 $ $7 & > !( #%& 2$$' 2 $ #%& $11$ #& '& $2 " 7" & - %&! ! Event Beacon Hill #"(& E #%&* 8& & 1)" &' $! #%& '& $2 #%& 7" & "8"* 2 $ #%& 2$$'- )) #5 #)& 8& & "7)& #$ 2 !' #%& 8"* " $5!' #%& 7" & #$ EPAGS BUSINESS MEETING 2$$' $! #%& 2 # # ")- Friday, March 14, 2014 1:30pm-2:50pm POSTER 3
@ ; TESTING ELEMENTAL AND CONFIGURAL THEORIES OF
COMPLEX DISCRIMINATIONS IN CAUSAL LEARNING March 14 Friday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
POSTER 4 Friday, March 14, 2014 1:30pm-2:50pm EFFECTS OF EXERCISE IN THE REVERSAL OF IMPAIRED LATENT LEARNING IN RATS Poster Imperial Ballroom 6 0 6- LEARNING POSTERS 6 Friday, March 14, 2014 1:30pm-2:50pm % #5'* 8" $!'5 #&' #$ '&#& !& 2 >$)5!#" * 1%* ") &?& & 8$5)' &>& & #%& '')&"(& &)"#&' 1" &!# $2 )"#&!# )&" ! !( " C5 # $! $2 !&5 ") !2$ "# $! #%"# '$& !$# &' "#&)* !2)5&! & 7&%"> $ ! ")& "# - %& & 5)# %$8&' #%"# "# #%"# 8& & "))$8&' #$ &?& & # )) %$8&' F/
1" &' )"#&!# )&" ! !(- % "* 7& 7& "5 & "!* $2 #%& "# GRADES ' ' !$# &?& & "# )&>&) 1 &> $5 )* %$8! #$ 1 $'5 & #%& 7 " ! %"!(& &C5 &' 2$ &>& ") $2 )&" ! !( "!' & $ * 6 6 1" &!# - % #5'* &?" !&' %$8 " 5 "#& $))&(& #5'&!# R H5'( &!# POSTER 5 $2 1& 2$ "! & " &- $ #*2 >& 1" # 1"!# 8& & & 5 #&' 2 $ " 1 >"#& $))&(& ! $$:)*! & (%# 0 &8 $ :- #5'&!# 8& & EXTINCTION LEARNING IS CONTEXT SPECIFIC WHILE NOT " :&' #$ & $ ' #%& "!# 1"#&' ( "'& ! #%& $5 &0 "!# 1"#&' AFFECTING CONTEXTUAL CONTROL OF EXCITATION. ( "'& $! , )"7 &1$ # 0 #%& " $5!# $2 &22$ # #%&* 15# ! #$ #%& )"7 "!' #%& $!2 '&! & ! #%& C5") #*- & 5)# %$8&' #%"# @ - 6 J0 6- #5'&!# R &?1& #&' ( "'& 8& & !$# &)"#&' #$ #%& " #5") )"7 0 @6 ( "'& $ $5 & 1& 2$ "! &- K POSTER 9 8$ $!' # $!&' 511 & $! &?1& &!# 5 !( " > '&$(" & #" : &?" !&' #%& 1 &' # $! $2 #%& O"##&!# $!") #%&$ * $2 $!#&?# SKINNER OR PAVLOV? WHAT IS SEEN DETERMINES WHAT 1 $ & !(P AN $ " 0 "))&H" (5 )& "0 " $ )>" &D0 P IS LEARNED. 7"'0 E,,F #%"# $#%& 1 &' # >& " $ "# $! )&" !&' '5 !( "! &?# ! # $!# " ! !( 1%" & %$5)' 7& 7$5!' #$ #%& # " ! !( $!#&?#- 6 0 60 A - - 0 A- - ! 7$#% &?1& &!# 0 & 1$!' !( #$ " # " !&'#%&!&?# !(5 %&' 6 J 5& 8" &! # >& #$ " $!#&?# 8 # %0 8% )& & 1$!' !( #$ " !$!&?# !(5 %&' &? #$ # " !&' & #%& '5 !( $ &' "#&)* & #& #&' %5 "! "!' 1 (&$! " C5 # $! $2 " $!' # $!") 57 &C5&!# #$ &?# ! # $! 8" !$# $!#&?#'&1&!'&!#- ' !"# $! #" : #%"# ! )5'&' %$$ !( $!& $2 #8$ & 1$! & :&* "11&" !( #$ #%& )&2# "!' (%# $2 #%& ' !"# >& # 5)5 - POSTER 6 ;&* 8& & & #%& 8% #& ' : $ &1) " $2 #%& # 5)5 - A (&$! 2" )&' 8%&! & 1$! & :&* 8& & 8% #& 75# 5 &&'&' 8%&! EFFECTS OF INSTRUMENTAL TRAINING CONTEXT ON ' & #)* & 1$!' !( #$ #%& # 5)5 - ! $!# " # #$ #% 0 1 & &!# !( PAVLOVIAN-TO-INSTRUMENTAL TRANSFER (PIT) &1) " " & 1$! & :&* % !'& &' #" : " C5 # $! > " " $ "# >& )&" ! !( ! %5 "! -
6- 0 - 6 ; POSTER 0 EFFECTIVE COUNTERCONDITIONING OF AVERSIVE ! #%& 1 & &!# #5'* ' 22& &!# ( $51 $2 "# )&" !&' #8$ ' # ! # LEARNING IN THE PICTURE-PICTURE EVALUATIVE & 1$! &$5# $ & " $ "# $! ! & #%& #%& " & $ CONDITIONING PARADIGM ' 22& &!# $!#&?# - )) "# #%&! )&" !&' #8$ ' # ! # # 5)5 $5# $ & " $ "# $! ! " #% ' $!#&?#- 6;0 @ - 6 J 5# $ & 1& 2 A &22& # 8& & ( &"#& ! "# 8%$ )&" !&' #%& ' # ! # &)"# $! ! #%& " & ! # 5 &!#") $!#&?#- %& & '"#" 5((& # #%"# ! # 5 &!#") $!#&?# 1)"* "! 1$ #"!# $))&(& #5'&!# "#&' 1 #5 & $2 2$$' 7&2$ & "!' "2#& #%&* $)& ! $'5)"# !( A &22& # #% $5(% $ & 2$ $2 !#& " # $! 8& & 1" &' 8 #% ) :&' $ ' ) :&' 7$'* #*1& 0 "!' #%&! "(" ! "2#& 7&&! $!#&?# "!' & 1$! &- $5!#& $!' # $! !( 5 !( " ) :&' 7$'* #*1&- "# !( $2 2$$' 1 #5 & '& &" &' "2#& 1" !( 8 #% ' ) :&' 7$'* "(& - POSTER 7 $8&>& 0 57 &C5&!# 1" !( 8 #% ) :&' 7$'* #*1& -&-0 $5!#& $!' # $! !( & 5)#&' ! 2$$' "(& "# !( & $>& !( #$ NON-ADDITIVE EFFECTS OF ENRICHMENT AND !&" 1 &# " ! !( )&>&) - 5 & 25) $5!#& $!' # $! !( ! #%& EXTINCTION CUES ON PAVLOVIAN APPETITIVE 1" "' ( !$#&8$ #%* " &?# ! # $! # " ! !( %" 1 &> $5 )* 7&&! SPONTANEOUS RECOVERY &1$ #&' #$ 7& !&22& # >&-
POSTER 1 ;0 ; EXTENDING COUNTERCONDITIONING TRAINING ! %&' "!' #"!'" ' " &' "# & & >&' "11&# # >& INCREASES THE EFFICACY OF IMMEDIATE AND DELAYED $!' # $! !(0 &?# ! # $!0 "!' 1$!#"!&$5 & $>& * #& # !( & #%& COUNTERCONDITIONING 8 #% $ 8 #%$5# " # &"# &!# &?# ! # $! & !'& 5&- ! %&' "# %$8&' 8&":& 1$!#"!&$5 & $>& * &C5"#&' #$ B A- 0 6 #"!'" ' " &' "# #& #&' 8 #% #%& 5&- ! % &!# 1)5 #%& 5& ' ' !$# &'5 & 1$!#"!&$5 & $>& * 25 #%& - ! % &!# "* 1 $>& & $ * !>$)>&' ! "11&# # >& A">)$> "! & 1$! & $5!#& $!' # $! !( $ 5 !( &' "#&)* "2#& 2&" " C5 # $! # &"# &!# 1 $#$ $) - $ & 1 $!& #$ &)"1 & #%"! '&)"*&' $5!#& $!' # $! !(- ! &)"#&' 1" "' ( &-(-0 &?# ! # $!0 &?#&!' !( #%& !5 7& $2 POSTER 8 &?# ! # $! # ") &'5 & 2&" &)"1 &- "# 8& & # " !&' 8 #% &8 $ 6"!* $5!#& $!' # $! !( # ") #$ " & #%& &22 " * $2 COLLEGE STUDENTS’ SKILL IN PREDICTING ASSIGNMENT &' "#& "!' &)"*&' $5!#& $!' # $! !(- ! 57 &C5&!# F.
&?# ! # $! #& # 0 &' "#& $5!#& $!' # $! !( & 5)#&' ! $ & "> !( #%"! &)"*&' $5!#& $!' # $! !( 8 #% & #%& !5 7& $2 6 - 0 6 - AA 0 - $5!#& $!' # $! !( # ") - &)"*&' $5!#& $!' # $! !( $!)* ;0 - 0 J 6- & 5)#&' ! "> !( 8 #% &?#&!'&' $5!#& $!' # $! !( # " ! !(- BAA 0 @6 - K
POSTER 2 # 7& $ !( 8&)) & #"7) %&' #%"# &?# ! # $! !>$)>& " 2$ $2 !&8 )&" ! !(0 "#%& #%"! O5!)&" ! !(P $ " 7 &":'$8! $2 #%& THE AMOUNT OF TRAINING AND THE $ ( !") " $ "# $!- $8&>& 0 & &!# & &" % %" %$8! #%"# CONTEXT-SPECIFICITY OF EXTINGUISHED TASTE &?# ! # $! )&" ! !( $ 5 !( %$ #)* "2#& $!' # $! !( "* %">& AVERSIONS $ & &22& # $! #%& $ ( !") " $ "# $!- % &?1& &!# !>& # ("#&' 8%&#%& &?# ! # $! %$ #)* "2#& 2&" $!' # $! !( $ 1" &' #$ #"!'" ' &?# ! # $! 8$5)' 1 &>&!# 1$!#"!&$5 60 ;; ;0 & $>& * "!' 2$5!' #%"# &' "#& &?# ! # $! 1 &>&!#&' #%& 6 1$!#"!&$5 & $>& * $2 2&" "2#& " )$!( '&)"*-
?1& &!# 0 5 !( 0 &?" !&' 8%&#%& #%& $!#&?# POSTER 6 1& 2 #* $2 $!' # $! !( "!' &?# ! # $! >" &' 8 #% #%& '&( && $2 # " ! !(- $51 O&8P & & >&' " $'& # " $5!# $2 $!' # $! !( TEMPORAL VERSUS STIMULUS CONTROL IN THE ! $!& $!#&?# "!' " ")) " $5!# $2 &?# ! # $! &) &8%& & INTRUDED STIMULUS PARADIGM 0 $51 O6"!*P & & >&' &?#&! >& $!' # $! !( "!' &?# ! # $! #%& &- %& )"##& ( $51 %$8&' # $!(& $!' # $! !( ! 0 - 0 0 6 6 B 5((& # !( $ & $!#&?#'&1&!'&! * 8 #% ( &"#& # " ! !(- K $8&>& 0 ?1& &!# E %$8&' $ & )&" )* #%"# ( &"#& $!#&?# ; '&1&!'&! * $ 5 8 #% )& # " ! !(- % && 1 (&$! 8& & 5! $! " F, 7" &) !&- E :&*) (%# POSTER 3 %"!(& 8" #%&! !# 5'&' "# & #%& LFG/ $ GE+G - $#% 1 $'5 &' >& * ) ##)& & 1$!' !( '5 !( !# 5 $! IN "# # 5)5 RENEWAL OF COUNTERCONDITIONING IN A HUMAN $22 � "#& ! &" &' "7$>& 7" &) !& - &2$ & # 5)5 PREDICTIVE LEARNING TASK $! &# "# GE 0 "#& 8& & "# $ 7&)$8 7" &) !&N 7&2$ & LF $! � ! &" &'0 "))$1&' & 1$!' !( &)"# >& #$ #%& 7" &) !& J 0 6 5((& #&' $!' # $!&' & !2$ & &!#- %& & 25! # $! &2)& # $!# $) 7* # 5) $>& #& 1$ ") $!# $) 7* #%& 7" &) !& %&'5)&-
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A CONTEXT SWITCH WEAKENS INSTRUMENTAL RESPONDING REGARDLESS OF AMOUNT OF TRAINING B WITH RATIO OR INTERVAL SCHEDULES
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$$'$ :6 '&2 !&' " 8$ : #%"# &? &))&!#0 &#% ")0 "!' POSTER 14 &!("(&'- %& )$$ 75 ( ! >& #* $$'$ : ! # "# >& %" '&>&)$1&' " >" &#* $2 1 $( " #$ %&)1 !# $'5 & #5'&!# #$ #%& PROBLEMATIC CELL PHONE USE AND PERCEIVED RISK $! &1# $2 $$'$ :- ! $!& 5 % 1 $( " 0 E+G #5'&!# PREDICT TEXTING WHILE DRIVING $ 1)&#&' " 5 & " (! &!# &C5 !( #%& #$ &2)& # 51$! 8%"# # &"! #$ '$ $$'$ : " A& $! 0 #5'&!# 0 "!' A A- 6 # D&! - & 8 )) ' 5 #%& 1 $( " ($") 0 %$8 8& 1)& &!#&' "!' " & &' #%& 1 $( " 0 "!' #%& $5# $ & $2 &?# !( 8% )& ' > !( %" 7&&! '&!# 2 &' " " "H$ 157) "2&#* #%& 1 $( " - $! & !0 8 #% "!* #"#& 1" !( ' # " #&' ' > !( )"8 #%"# 7"! #&?# !( 7&% !' #%& 8%&&)- % #5'* '&!# 2 &' 1 &' #$ $2 POSTER 11 #&?# !( 8% )& ' > !( 8 #% ! " $))&(& #5'&!# " 1)& 5 !( % & " % ") &( & $!- & 5)# !' "#&' #%"# 1& & >&' " '&!# BUILDING THEORY OF MIND SKILLS IN CHILDREN WITH : "!' 1 $7)& &)) 1%$!& 5 & 8& & " $ "#&' 8 #% #&?# !( ASD 8% )& ' > !(0 &>&! "2#& $!# $)) !( 2$ '" )* #&?# !( "#& 0 8&&:)* ' > !( # &0 "!' 2 &C5&! * $2 1%$!& $!>& "# $! 8% )& ' > !(- @ 0 ;0 ; A QL
POSTER 15 ; 6 A 0 @ ;0 A THE ROLE OF RESILIENCY, PERSONALITY AND COPING STRATEGIES IN COLLEGE STUDENTS’ BURNOUT & &?1)$ &' #5'&!# R 1 &&? # !( > &8 $2 $$'$ : "!' 8%"# A 0 6 # &"! #$ '$ &? &))&!# % (% C5") #*0 &#% ") $ "))* 60 K0 0 & 1$! 7)&0 "!' &!("(&' 1& $!"))* &"! !(25) " "'& ; 8$ : " 5!'& ( "'5"#& #5'&!# - " 1)& 2 $ #8$ 5!'& ( "'5"#& ! # #5# $! 8& & $7#" !&' "!' $ 1" &' E/ $))&(& #5'&!# " & "# % (% : 2$ 75 !$5# '5& #$ ($ $5 #5'&!# 2 $ "! 5 $))&(& "!' #5'&!# 2 $ " "'& '& "!' "!' $#%& 2" #$ - & &?" !&' %$8 )$$ 75 ( ! >& #*- &(" ')& $2 )" #"!' !( $ "(& $ # & ) &! *0 1& $!") #* "!' $1 !( # "#&( & !2)5&! & 75 !$5# ! #5'&!# %"' )" $! &1#5") D"# $! $2 #%& &"! !( $2 Q, 5!'& ( "'5"#& #5'&!# - 511$ # !( 1 &> $5 2 !' !( 0 $5 &? &))&! &0 &#% 0 "!' &!("(& &!#- %& 2 !' !( 8 )) !2$ & &" % %$8&' #%"# !&5 $# %"' " (! 2 "!# $ &)"# $! 25#5 & $$'$ : 1 $( " !(- 8 #% 75 !$5#- $ $1 !( # "#&( & 0 5 & $2 & $# $!") 511$ #0 7&%"> $ ") ' &!("(& &!#0 "!' 5 & $2 ! # 5 &!#") 511$ # ") $ POSTER 19 %$8&' (! 2 "!# $ &)"# $! 8 #% 75 !$5#- 5 #%& $ &0 75 !$5# 8" !$# &&! #$ $ &)"#& 8 #% &($ & ) &! *- PSYCHOLOGY CURRICULA: A REDESIGN TO SUPPORT A HEALTH STUDIES MAJOR POSTER 16 0 0 6 60 COLLEGE STUDENTS' RATINGS OF ACCEPTABILITY OF ACCOMMODATIONS FOR PEERS WITH DISABILITIES A * %$)$(* 5 5)" &'& (! #$ 511$ # " &")#% #5' & 0 0 - 0 6"H$ 0 @6 6 % & $! '& 7& &> $! #$ #%& 1 * %$)$(* 5 5)" #5'&!# 8 #% ' "7 ) # & 2" ) #$ &&: " $ $'"# $! ! 1" # 5!'& #":&! "# &!#)&* ! >& #*- $8#% ! '&( && $22& !( ! 7& "5 & #%&* 7&) &>& #%& 1&& '$ !$# 2 !' #%& 2" - &")#% &! & "!' !'5 # * 1 $ 1#&' " $ 1 &%&! >& &> &8 8$%5!' &'2$ #*2 >& & $!' & & #& ! >& #* 2 & % &! )&"' !( #$ & $ &!'&' %"!(& 8% % 8& & 5)# "#&)* "#&' #%& " &1#"7 ) #* $2 , " $ $'"# $! 2$ 2 >& ' "7 ) # & &!'$ &' 7* '&1" # &!# 2" 5)#*0 ")) 5 5)5 $ ##&& "!' " '&1 & $!0 0 0 0 "!' "!' " $!# $) [ # 5(() !( 25))2" 5)#* >$#&- 5 &> &' $5 &8$ : & 1$8& #5'&!# #$ #5'&!#[ $!' # $!- $ $'"# $! 2$ '&1 & $! "!' 8& & " 5 & )&"'& % 1 $)& "!' $!# 75#& #$ "! $!($ !( &22$ # #$ !$# 1$ # >&)* &!'$ &'0 !$ 8& &0 " $ ' "7 ) # & 0 5 5)" 0 $)>& #%& "!* ' )& " 8 #% ! #%& %&")#% " & '&) >& * * #& %$5 !(0 $ '&"') !& $' 2 "# $! - %& #5'* 8" 57 #"!# "))* ! #%& ! #&' #"#& "!' "7 $"'- &1) "#&' "# " $ 5! #* $))&(&-
POSTER 20 March 14 Friday, POSTER 17 CONSTANTLY CONNECTED: PREDICTORS OF PROBLEM FOR WHAT DO THEY STAND? EXAMINING VALUE CELL PHONE USE PRIORITIES IN FIRST YEAR UNDERGRADUATES 6 - 0 A A- 6 0 6 ; 0 @ @ 6 A % #5'* '&!# 2 &' 2" #$ " $ "#&' 8 #% 1 $7)& &)) 1%$!& 5 & " $!( " $))&(& #5'&!# " 1)&- 65)# 1)& &( & $! >& G,, 2 #*&" 5!'& ( "'5"#& 1" # 1"#&' ! " "!")* !' "#&' #%"# 2$5 >" "7)& 8& & 1$ # >&)* " $ "#&' $$'$ :( ! 1 &' & % "! &!#"# $! '5 !( 8% % #%&* 8 #% 1 $7)& &)) 1%$!& 5 &0 ! )5' !( #&?# !( "#& 0 #&?# !( 8% )& &!("(&' ! &>& ") &)2 &2)& # >& &?& & - %&* " & &' #%& #5'* !(0 (&!& ") &' " 5)# #" : !(0 "!' #%& D& $2 $!&R >")5& 1 $ # & #% $5(% " 5 >&* 7" &' $! %8" #DR ..G $!>& "# $!") !$ :- 6 !'25)!& N#%& "7 ) #* #$ 2$ 5 $!&R $'&) $2 5! >& ") %5 "! >")5& - & 1# >& "!")* & %$8&' "##&!# $! $! #%& 1 & &!# $ &!# ! " !$!H5'( &!#") #%"# #%& )" $2 E,QR (!"#5 & >")5& 8& & " % &>& &!#0 "!!& N8" !&("# >&)* " $ "#&' 8 #% 1 $7)& &)) 1%$!& 5 &- &)2' & # $!0 "!' & 5 #*- )" # & "!' ' 22& &! & " $ '& $( "1% 8& & &?" !&' #$ " & " &" $2 ") (! &!# "!' POSTER 21 ") (! &!# " $!( 2 #*&" #5'&!# - 1) "# $! 2$ 2 #*&" % (% 1" # 1 " # & 8 )) 7& ' 5 &'- PREDICTORS OF STUDENTS’ BENEFIT FROM EXTENDED TIME TESTING ACCOMMODATIONS POSTER 18
UNDERSTANDING UNDERGRADUATE STUDENTS’ 6 0 @6 @- 0 - B PRE-EXISTING VIEWS OF GOODWORK ACROSS TWO 6 CAMPUSES $))&(& #5'&!# 8 #% )&" ! !( ' "7 ) # & "!' &)"#&' ' $ '& - 0 @ @ 0 6 " & 2 &C5&!#)* "))$8&' &?# " # & ! $ 1)&# !( &?" - ! #% QG
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
6- B0 6- @ 0 - POSTER 26 0 @ - ;0 - @ GETTING CONSUMERS TO OPEN THEIR WALLETS: HOW DIFFERENT COLORED ADVERTISEMENTS IMPACT % #5'* '& 7&' % )' &" # $! #$ #%& '&"#% $2 " )$ & 2" )* CONSUMERS & 7& - &>&! 2$ 5 ( $51 8& & $!'5 #&' 8 #% 1" &!# "!' #&&! 8%$ %">& &?1& &! &' #%& '&"#% $2 " )$>&' $!&0 " 8&)) " 0 B 0 0 & > & 1 $> '& - & 5)# !' "#&' #%& $ # $ $! &" # $! 6 0 ! )5'&' "'!& 0 '&1 & $!0 "!(& 0 7&)) (& &! &0 "!' #% $8 !( #& 1& " &!#") 2 # - %& & 2 !' !( &2)& # #%& !&&' $2 7& &">&' *$5#% "!' "* 7& 7&!&2 ") #$ !2$ !( 7& &">& &!# & > & - !'& ( "'5"#& #5'&!# 8& & &?1$ &' #$ & #%& " & & $2 7 (%# "'>& # & &!# $ '5)) "'>& # & &!# "!' 8& & 57 &C5&!#)* POSTER 23 " & &' $! #%& $$' "!' "## #5'& #$8" ' #%& "'>& # & &!#- %$ & &?1$ &' #$ #%& '5)) $!' # $! 8& & (! 2 "!#)* $ & ) :&)* EFFECTS OF REQUIRED PARTICIPATION #$ 15 %" & #%& 1 $'5 # #%"! #%$ & ! #%& 7 (%# $!' # $!- !$! (! 2 "!# # &!' !' "#&' #%& 8" $)$ &' "' "'& 6 ; 6 1" # 1"!# $ & ! ) !&' #$ 15 %" & #%& 1 $'5 # #%"! #%& $$) $)$ &' "' -
% #5'* &"!# #$ )$$: "# &C5 !( 1" # 1"# $! ! #%& POSTER 27 )" $$ "!' #%& !&("# >& &22& # #%"# "! $ 5 - #5'&!# 8& & " (!&' #$ ( $51 0 5!'& 8&!# " )& #5 &0 2 ))&' $5# C5& # $!!" & DEVELOPING A CHILDREN’S LIBRARY FOR EXPLORING $! "# 2" # $!0 "!' $ 1)&#&' " C5 D $! #%& $! &1# )&" !&'- CHARACTER STRENGTHS OF CHILDREN IN GRADES K-4 %& &C5 &' 1" # 1"# $! ( $51 * &)'&' !$ (! 2 "!# "# 2" # $! ' 22& &! & 0 ! ") 1" # 1"# $!0 "!' ) ##)& ( "'& 6 60 6 ; 2)5 #5"# $! - % 1) & #%"# &C5 !( 1" # 1"# $! '$& !$# 6 %">& #%& !&("# >& $!!$#"# $! " 1) &'0 %$8&>& ":& !$ ' 22& &! & ! )&" !&' $!#&!#- % 1$ #& '& 7& #%& '&>&)$1 &!# $2 " )" $$ $ %$ & ) 7 " * '&>$#&' #$ 1 $> ' !( $11$ #5! # & 2$ %$$)"(&' % )' &! POSTER 24 #$ &2)& # 51$! #%& %" " #& # &!(#% "!' > #5& A&#& $! P &) ( "!0 E,,G- % )' &!R ) 7 " "! " $ #%& $ $!8&")#% GENDER AND PERCEIVED STRESS IN COMMUTER $2 A&!! *)>"! " 1 $> '&' & $ &!'"# $! 2$ 1 #5 & 7$$: COLLEGE FRESHMEN 1& #" ! !( #$ #%& > #5& $2 '$ 0 @5 # &0 & 1& "! &0 $5 "(&0 5 "! #*0 "!' "! &!'&! &- !")* & * &)'&' " ) # $2 & $ &!'&' 7$$: 8%$ & " ! %" " #& &?& 1) 2 &' &" % $2 #%& > #5& "!' $ & 1$!' !( %" " #& # &!(#% - % #5'* &?" !&' #%& 5! C5& # & $ "!' # & )&>&) &?1& &! &' 7* ")& M +Q "!' 2& ")& M , $ 5#& POSTER 28 $))&(& 2 & % &!- A" # 1"!# 8& & & 5 #&' 2 $ #%& $))&(& 1 * %$)$(* '&1" # &!# "!' $ 1)&#&' "! $!) !& 5 >&*- RELATIONS BETWEEN SOCIAL-EMOTIONAL BELIEFS AND "'& "!' !#& 1& $!") # & $ 8& & $ & 2 &C5&!#)* MOTIVATION TO IMPLEMENT A PRESCHOOL &!'$ &' 7* 2& ")& 8%$ ") $ &?1& &! &' % (%& )&>&) $2 INTERVENTION # & #%"! ")& - !"! ") # & $ 8& & $ & 2 &C5&!#)* &!'$ &' 7* ")& - !' !( %">& 1$ #"!# 1) "# $! 2$ 6 0 0 0 $5! &)$ 8%$ 8$ : 8 #% $ 5#& $))&(& 2 & % &!- 6 ;
POSTER 25 % #5'* &?" !& #%& &)"# $! % 1 7&&! &" )* % )'%$$' &'5 "#$ R "## #5'& #$8" ' $ ") "!' & $# $!") )&" ! !( "!' POSITIVE PSYCHOLOGY: DOES WORK/LIFE SATISFACTION #%& $# >"# $! #$ 1)& &!# "! &" )* % )'%$$' 1 $( " 2$ 5 &' LEAD TO GOOD GRADES? $! 1 $ $# !( $ ") "!' & $# $!") : )) 2$ % )' &! "!' "'5)# - & 5)# &>&")&' #%"# %$$) "' ! # "#$ "!' " %$$) ) "#& Q+
#%"# " & 511$ # >& $2 $ ") "!' & $# $!") )&" ! !( &)"#& #$ 1$ #"! & $2 # " ! !( $22 & ! 6$# >"# $!") !#& > &8 !(- % (%& )&>&) $2 $# >"# $! #$ 1)& &!# #%& 1 $( " - 1) "# $! 2$ !#& >&!# $! &"' !& "!' 1)& &!#"# $! 8 )) 7& POSTER 32 ' 5 &'- THE NEW G.I. JANE: PERSONALITY DIFFERENCES IN POSTER 29 FEMALE REACTIVITY TO STRESSFUL IMAGES
SUPERVISOR TRUST MEDIATES THE RELATIONSHIP ; B A J 0 BETWEEN AUTHENTIC LEADERSHIP AND EMPLOYEE ENGAGEMENT 2#* ? 2& ")& $))&(& #5'&!# $ 1)&#&' #% && &" 5 & 6A AA * &! : A& $!") #* K5& # $!!" &0 #%& # & $5 ") 0 0 A0 %& :) #0 6$$' %& $ &#& "!' #$$: #%& $8! %&" # "#& J 6 AA 7&2$ & "!' "2#& 8"# % !( & #%& " 5#&' > $)&!# $ !$!> $)&!# > '&$- % )& 7$#% ( $51 ! &" &' ! & $# $!") #* "2#& > &8 !( %& 5 &!# & &" % & >& #$ &?" !& 51& > $ # 5 # " " #%& > '&$0 #%& > $)&!# > '&$ ( $51 &1$ #&' (! 2 "!#)* % (%& &' "#$ $2 #%& &)"# $! % 1 7&&! "5#%&!# )&"'& % 1 "!' # & $ & #%"! #%& !$!> $)&!# > '&$ ( $51- 5 #%& 0 #%$ & & 1)$*&& &!("(& &!#- %& #5'* 5# ) D&' " % >") 5 >&* '"#" % (%& ! !&5 $# &" #&' $ & & $# $!"))* #$ #%& > '&$ #%"! 1 $> '&' #$ $5#%&" #& ! -- 75 !& & #% && ' 22& &!# # & N " #%$ & )$8 ! !&5 $# - #$#") $2 GL 1&$1)& $ 1)&#&' ")) 5 >&* - %& &( & $! %$8&' "5#%&!# )&"'& % 10 & 1)$*&& &!("(& &!# "!' 51& > $ # 5 # POSTER 33 8& & ")) (! 2 "!#)* 1$ # >&)* $ &)"#&'- ! #%& &' "# $! 51& > $ # 5 # &' "#&' #%& &)"# $! % 1 7&&! "5#%&!# CHALLENGES FOR ADAPTATION TO MOTION SICKNESS )&"'& % 1 "!' & 1)$*&& &!("(& &!# 8% % ! &" & $ ("! D"# $!") 1 $'5 # > #*- ; 6 0 ;0 0 ; POSTER 30 A
TEAM FEEDBACK INTERVENTION: SELF–TEAM # 8&)) :!$8! #%"# "'"1#"# $! #$ $!' # $! #%"# "5 & $# $! PERCEPTION GAPS FROM TEAM-DESIGNED :!& "!' # >" "!# &-(- 1" & $# $! :!& 0 5)"#$ BEHAVIOR-BASED SCALES :!& $ 5 0 75# 2 !' !( 8"* #$ * #& "# "))* Q'& &! # D&R !' > '5") #$ !"5 &$(&! # 5) %" 7&&! " %"))&!(&- & 5)# $7#" !&' 7* $5 ( $51 "!' $#%& 5((& # #%"# $ &# & - 0 0 "'"1#"# $! "! 7& "1 ' "!' 7$#% #"# # "))* "!' ) ! "))* 6 (! 2 "!#- " ! ($") %$8&>& #$ # "! 2& "'"1#"# $! 7&!&2 # 2 $ $!& &!> $! &!# &-(- )"7 #$ "!$#%& &-(- 1" & "2#0
$))&(& &!R $ & #&" '&>&)$1&' 7&%"> $ "))*7" &' " "2#- March 14 Friday, "! %$ &' "# !( ")& 0 "!' #%&! 1 $> '&' &)2 "!' #&" & 7& "# !( $! &" % ' &! $!- " % 1)"*& & & >&' 2&&'7" : $! POSTER 34 #&" ">& "(& "# !( "7$5# #%& &)"# >& #$ &)2 "# !( - A)"*& 1& &1# $! 8& & " & &' 1 $ #$ ")& '&>&)$1 &!#0 1 $ #$ STACKED NEURAL NETWORK: A NEW MODEL USING THE "# !( 0 "!' "2#& 2&&'7" : 8" & & >&'- & 5)# !' "#& #%"# MODEL OF HIERARCHICAL COMPLEXITY 1& &1# $! $2 1$#&!# ") "!' 5 &!# "7 ) #* %"!(&' ! $11$ #& ' & # $! 5((& # !( " 5)#"!&$5 1 $>& &!# ! $# >"# $! 0 @ 0 "!' &") #* %& : $! 1$#&!# ")- 6 6A 66 6 POSTER 31 #" :&' !&5 ") !$ : $! # $2 ! ! I L #" :&' !&5 ") MOTIVATIONAL INTERVIEWING IN THE CRIMINAL JUSTICE !$ : - !) :& #%& # "' # $!") !&5 ") !$ : 0 # " & $5# SYSTEM: HELPING OFFICERS AND # " ! !( "!' 2&&'7" : &C5&!# "))* 2 $ #%& $5#15# $2 &" % )"*& PAROLEES/PROBATIONERS ACHIEVE BETTER #$ ")) #%& 2$ & )"*& ! #%& #" :- %& 6$'&) $2 & " % ") SUPERVISION OUTCOMES $ 1)&? #* 6 5 &' #$ (&!& "#& "!' 1 &' # #%& !5 7& $2 !#& &' "#& )"*& ! " #" :&' !&5 ") !$ :- % "! 7& B K0 @ BB 6 5 &25) ! "))$8 !( $ 15#& #$ % (%& $ '& %5 "! $(! # >& 1 $ & & -
6$# >"# $!") !#& > &8 !( 6 ))& 0 ./L %" 7&&! 2$5!' O#$ POSTER 35 # &!(#%&! " 1& $!R $8! $# >"# $! "!' $ # &!# #$ %"!(&P 6 ))& P $))! :0 E,E0 1-G- A $7"# $! "!' A" $)& DO PARENTING STYLES AFFECT THE SELF-ESTEEM OF 22 & ! A% )"'&)1% " 8& & 5 >&*&' #$ " & #%& &?#&!# #$ INDIVIDUALS? 8% % #%&* 5 &' 6 #& %! C5& ! #%& 51& > $! $2 1 $7"# $!& O1" $)&& - & 5)# !' "#&' #%$ & 8%$ %"' 7&&! A 0 0 # " !&' ! &22& # >& $ 5! "# $! 5# ) D&' 6 #& %! C5& $ & A 0 ; 6 $2#&! "!' %"' 7&##& 51& > $! $5# $ & - !' !( 1$ !# #$ #%& QF
%& 15 1$ & $2 #% #5'* 8" #$ '&#& !& #%& &22& # $2 (5" ' "!R 1" &!# !( #*)& "!' % )'%$$' &?1& &! & $! "! A QUALITATIVE EVALUATION OF AND SUGGESTIONS FOR !' > '5")R &)2& #&& - 8$ % C5" & "!")* & 88& & THE STUDENT-ATHLETE ACADEMIC SUPPORT PROGRAM 1& 2$ &' "!' " # &!' "!' " (! 2 "!# & 5)# 8& & 2$5!' 8%&! $ 1" !( #%& &)"# $! % 1 7&&! 1" &!# !( #*)&0 &)2& #&& 0 - 60 @ ;- @0 "!' 1 M -,/Q "!' 1 R -,,,0 & 1& # >&)*- ! $! )5 $!0 6- 0 @ - ; 0 - 0 "5#%$ #" "! 1" &!# !( #*)& " $ "#&' 8 #% '& &" &' @ ;- - 0 - 0 - &)2& #&& ! "'5)#%$$'- 60 ; - 0 - 0 6 - 6 ; POSTER 36 A 6
AN EXAMINATION OF HOSPITAL PROGRAMS AIMED AT %& 5 &!# #5'* " & &' #%& #5'&!##%)&#& "'& IMPROVING CHILDREN’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’S AND WORKING ADULTS’ WORK LIFE ORIENTATION POSTER 37 A 0 A 6 EFFICACY OF TDCS FOR TREATING MEMORY AND DEPRESSION IN PATIENTS WITH EPILEPSY % #5'* &?" !& 2 8$ : "!' 2" )* $ &!#"# $! 1 ))$>& 0 6- 0 @ ; &( &!#"# $!0 "!' $ 1&! "# $! "! 7& &" 5 &'- 0 ; $ 1" $! $2 8$ : "!' 2" )* $ &!#"# $!0 8$ : "!' 2" )* 6A A A $!2) #0 " 8&)) " H$70 2" )* "!' ) 2& "# 2" # $! " & "'& 7&&! 8$ : !( #5'&!# "!' 25)) # & & 1)$*&& - @ $ &>")5"#& 8%&#%& & ") & $! $2 # "! "! ") 6&" 5 & &!# $2 $ &!#"# $! 8" $ & 5 & 25) 8 #% 25)) # & ' & # 5 &!# # 5)"# $! # "! !'5 & 1 $>& &!# ! & 1)$*&& #%"! 8 #% 8$ : !( #5'&!# - & 5)# !' "#& #%"# #%& 8$ : !( & $ * 25! # $!0 '&1 & >& * 1#$ 0 "!' C5") #* $2 "''&' ' &! $! $2 15 5 !( % (%& &'5 "# $! "* !2)5&! & ) 2& ! 1"# &!# 8 #% 8&)) $!# $))&' #& 1$ ") )$7& &1 )&1 * - 8$ : 2" )* $ &!#"# $! &" 5 & &!# "!' 1& & >&' "# 2" # $!- & 2$5!' " (! 2 "!# ' 22& &! & ! & : &1 & $! !>&!#$ * "!' &5 $)$( ") $ '& &1 & $! !>&!#$ * 2$ POSTER 41 1 )&1 * $ & 2$ 57H& # "!'$ D&' #$ & & >& &") # - %& & 8" !$ (! 2 "!# %"!(& ! 1& 2$ "! & $! >& 7") $ STRESS-INDUCED EATING IN CHILDREN: ARE ADULT > 5$ 1"# ") 8$ : !( & $ * #" : - MODELS ACCURATE AND APPROPRIATE?
POSTER 38 6 0 0 B 0 B 0 BE A LEADER, KNOW THYSELF: LEADERSHIP 6 EMERGENCE AND EMOTIONAL QUOTIENT $ '&#& !& #%& &22& # $2 # & $! % )' &!R &"# !(0 % )' &! A 6 0 60 6 0 1" # 1"#&' ! " # & $ "!' $!# $) $!' # $! "2#& 8% % 2$$' B 6; 0 8" "'& ">" )"7)&- & %*1$#%& D&'0 7" &' $! #%& ) #& "#5 & 2 $ "'5)# " 1)& 0 #%"# & $# $!") "!' & # " !&' &"#& 8$5)' &"# $ & #%"! !$!& $# $!") "!' 5! & # " !&' &"#& 8%&! &>&!#*2$5 $))&(& #5'&!# 0 "(&' Q #$ EE0 1" # 1"#&' ! #% 1)" &' 5!'& # & - $8&>& 0 % )' &! "#& #%& $ # ! #%& #5'* $! )&"'& % 1 & & (&! & "!' & $# $!") C5$# &!# K- $!# $) $!' # $! "!' #*1& $2 &"#& & # " !&' $ & $# $!") ' ' A" # 1"!# $ 1)&#&' #%& " ! K "!' 8& & ' > '&' !#$ !$# 1" # #%& " $5!# &"#&! 5!'& # & - ")) ( $51 #$ 1& 2$ " ( $51 1 $7)& $)> !( #" : 5!'& # & &' $ 5! # & &' $!' # $! - & 5)# &>&")&' #%"# POSTER 42 1" # 1"!# 8 #% " % (%& !# "1& $!") K 8& & 1& & >&' " )&"'& 7* 1&& ! #%& ( $51 &(" ')& $2 #& # !( $!' # $!- RELIABILITY AND VALIDITY OF MOBILE HEART RATE APPLICATIONS POSTER 39 QQ
@ 0 A ;0 6K J @ A POSTER 46
6$7 )& %&" # "#& A6 "11) "# $! $22& "! &" * ")#& !"# >& #$ YOUTH JAM: INCREASING MENTAL HEALTH AWARENESS # "' # $!") &" 5 & $2 # & 0 75# #%& &) "7 ) #* "!' >") ' #* IN ADOLESCENTS & " ! 5!#& #&'- % #5'* &?" !&' #%& &) "7 ) #* "!' >") ' #* $2 $!& $7 )& "11- ! #5'* 0 $! L &1&"#&' $ " $! 0 #5'&!# - ; 0 0 &" 5 &' #%& A6 $! #%& $7 )& "11- ! #5'* E0 #5'&!# 6 A 0 6 &" 5 &' #%& A6 "!' $ 1)&#&' $!& $2 #8$ " & &!# $! 66 "!? &#*- & 5)# 5((& #&' #%"# #%& "11) "# $! 8" &) "7)&- & 5)# $! >") ' #* 8& & ?&'- ! & 1$! & #$ &>& ") 5 '& 0 " ( $51 $2 "'$)& &!# 2$ 5)"#&' " 1 $( " "))&' $5#% @" 0 "! &!#& #" ! !( &>&!# POSTER 43 '& (!&' #$ &'5 "#& *$5#%- & &" % 5((& # #%"# &'5 "# $! &)"#&' #$ 57 #"! & "75 &0 &!#") %&")#%0 "!' 5 '") #* STUDENT SCULPTING EXPERIENCE '& &" & 1 $7)& ! #%& & " &" ; !(0 # 5!:0 P $ #& 0 E,- % #5'* 511$ # #%"# 1" # 1"!# $2 $5#% @" &1$ # ; A 0 ; ! &" &' $!2 '&! & 8%&! & 1$!' !( #$ #%& & 5& ! ; AB #%& &)>& $ " 2 &!'- #"# $! "!' 1) "# $! " & 25 #%& "'' & &'- % &>& &!# ($") #%&$ # " & '&7"# !( %$8 #$ '&2 !& 1& 2$ "! & ($") " # > !( #$ $5#1& 2$ 1&& >& 5 #$ POSTER 47 "11&" #")&!#&'- % #5'* $ 1" &' #%& &22& # $2 #%& #8$- %$5(% $ &)"#&' 8 #% $!& "!$#%& 0 #%& #8$ ($") %$8&' WORKPLACE INCIVILITY AND COPING: THE NEUROTIC VS. ' 22& &!# &)"# $! % 1 8 #% $#%& >" "7)& - '' # $!"))*0 #%& THE CONSCIENTIOUS &" $! 2$ 15 5 !( " $ 1&# # >& ($") !2)5&! &' # &22& # # 1 $ $#&' $ & !&("# >& $5# $ & 0 ": ! #$ #%& "11&" "! & ($")0 6 @ 0 A 0 O 8%&! 15 5&' 2$ &?# ! &" $! &-(-0 &8" ' ! #&"' $2 A A 0 ; 0 !# ! &" $! &-(-0 &!H$* &!#- A A 0 A 0 A A 0 @ ; POSTER 44 A
EMPLOYEE ENGAGEMENT AS A MEDIATOR OF ABUSIVE 7 # " # SUPERVISION AND AFFECTIVE COMMITMENT & 1 $> '&' 1" # 1"!# 8 #% %*1$#%&# ") " # $2 ! > ) #* "!' &?1)$ &' &)"# $! % 1 7&&! 1& $!") #* "!' $1 !( #*)& - 6 0 A AA ; &"! )5 #& !( "!")* & * &)'&' 1 $2 )& $2 !' > '5") #%"# &>&")&' #%"# #%& (&!'& $ 1$ # $! $2 #%& ! > ) #* " #$ #" (&#
'*"' 1)"* " $)& ! $1 !( & 1$! & - & ") $ 2$5!' #%"#0 March 14 Friday, %& 15 1$ & $2 #% & &" % 8" #$ !>& # ("#& #%& &)"# $! % 1 &(" ')& $2 (&!'& 0 !&5 $# !' > '5") #&!'&' #$ &!'$ & 7&&! "75 >& 51& > $! "!' "22& # >& $ # &!#0 8% )& &)27)" & "!' ">$ '"!# $1 !( & 1$! & - " #)*0 $ & 2& ")& 5 !( & 1)$*&& &!("(& &!# " " &' "#$ - %& & 5)# $2 #% ' ' !$# &!'$ & "!* $1 !( # "#&(*0 5((& # !( #%"# $ & '$ !$# #5'* %$8&' #%"# "75 >& 51& > $! 8" !&("# >&)* $ &)"#&' &" # # $!()* #$ ! > ) #*- 8 #% 7$#% & 1)$*&& &!("(& &!# "!' "22& # >& $ # &!#- %& ;&*8$ ' ! > ) #*0 (&!'& 0 $! &!# $5 !& 0 !&5 $# 0 & 5)# ") $ %$8&' #%"# & 1)$*&& &!("(& &!# 8" " ( !"))* $1 !( &22& # >& ! &' "# !( #%& &)"# $! % 1 7&&! "75 >& 51& > $! "!' "22& # >& $ # &!#- % 1$ #"!# '5& #$ # POSTER 48 %"> !( &") 8$ )' "11) "# $! 2$ "!* $ 1"! & - SELF-CONTROL AND PERSONALITY CONTRIBUTIONS TO POSTER 45 AGGRESSIVE DRIVING
COLLEGE STUDENTS’ KNOWLEDGE OF HEALTH STATUS: 6 6 0 THE ROLE OF GENDER AND ETHNICITY A
@ - 0 ; 0 @ 6 0 %& &)"# $! % 1 7&&! O 0 $ ") D&' &)2 $!# $) "!' --0 6 0 ---A- "(( & >& ' > !( 8" &?" !&'- & %*1$#%& D&' !'&1&!'&!# O "!' $ ") D&' &)2 $!# $) &22& # ")$!( 8 #% " &' "# $! &22& # $! "(( & >& ' > !(- '& $( "1% "))* %& 15 1$ & $2 #% #5'* 8" #$ &?" !& 8%&#%& $))&(& ' >& & " 1)& $2 EEF 1" # 1"!# $ 1)&#&' $5 C5& # $!!" & #5'&!# R M G/. (&!'& "!' &#%! #* 8& & &)"#&' #$ #%& 1" :&# ! "! $!) !& 5 >&* $'&- %& O ")& 1 &' #&' :!$8)&'(& "7$5# #%& %&")#% #"#5 - $ &! #&!'&' #$ 7& $ & "(( & >& ' > !( $!)* 2 &)2 $!# $) 8" "7 &!#- !)* 1$$ " 5 "#& #%"! &! "7$5# #%& 7)$$' 1 & 5 & "!' 7$'* 8& (%#- #& 1& $!# $) 1 &' #&' "(( & >& ' > !(- $ &' "# $! &22& # )" : "!' % #& 1" # 1"!# 8& & )" )* " 5 "#& "7$5# %&")#% 8" 2$5!'- 1) "# $! " & ' 5 &'- #"#5 - >& "))0 %&")#%* 1" # 1"!# 8& & $ & " 5 "#& #%"! ) ! ") "!(& 1" # 1"!# "7$5# #%& 7$'* 8& (%#0 7)$$' POSTER 49 1 & 5 &0 #$#") %$)& #& $)0 "!' 7)$$' ()5 $ &- Q/
BEYOND THE IVORY TOWER: CHALLENGES TO RACIAL DIVERSITY IN WESTMORELAND COUNTY "'5"# $! $2#&! $! '& &' " :&* &" 5 & $2 $))&(& #5'&!# 5 & N ! #5'* !( 2" #$ !2)5&! !( &#&!# $! $2 6 - 66 0 B @ 0 @ - 2 "! & "! #5'&!# "# 0 #%& ) #& "#5 & &> &8 !' "#& " )$8& ) :&) %$$' $2 ( "'5"# $! $ 1" &' #$ $#%& !$ # & 0 " 8&)) " (&!'& ' 22& &! & 0 8 #% 8$ &! 7& !( $ & % #5'* 5 &' $ 5! #*7" &' 2$ 5 ( $51 & &" % ) :&)* #$ ( "'5"#& #%"! &!- !' !( 2 $ " & &!# 5 >&* $2 &#%$'$)$(* #$ &?1)$ & %"))&!(& #$ ' >& #* ! & # $ &)"!' #5'&!# " &' $5# "# "! $! #%& &" # $" # " & 1 & &!#&' $5!#*0 A&!! *)>"! "- & 5)# !' "#&' #%"# $ $ 5)#5 ") ! &)"# $! #$ 2" #$ 1 &' # !( &#&!# $! "!' 5 & 25) >" "7)& &-(-0 $ $& $!$ #"#5 "!' !' > '5") >" "7)& ( "'5"# $!- "(&0 &#%! #* 8& & " $ "#&' 8 #% ' 22& &! & ! #%& 1& &1# $! "!' &?1& &! & $2 ' >& #*- %& &" #%& & 8" POSTER 53 >& * ) ##)& 8 #% !( $51 >" "7 ) #* ! !$ #* ( $51 0 #%& & 8" 57 #"!# ") >" "7 ) #* ! & 1$! & ( >&! 7* !$! !$ # & - WORKPLACE INCIVILITY AND SATISFACTION: BIG 5 AND & 5)# " & ' 5 &' ! #& $2 #%& 1$ #"! & $2 8&) $ !( LOCUS OF CONTROL AS MODERATORS ' >& #* 2$ 157) %&")#%- 0 0 B 0 POSTER 50 @ ; A THE PERSONAL TOUCH: VERBAL DELIVERY MAY IMPROVE PERCEPTIONS OF RESEARCH PARTICIPATION 5 15 1$ & 8" #$ !>& # ("#& #%& $'& "# !( &22& # $2 #%& ( + 1& $!") #* # " # "!' )$ 5 $2 $!# $) ! &?1)" ! !( #%& 0 0 B A ; &)"# $! % 1 7&&! 8$ :1)" & ! > ) #* "!' H$7 "# 2" # $!- & 2$5!' " (! 2 "!# #% &&8"* !#& " # $! 7&&! ! > ) #*0 "( &&"7)&!& 0 "!' )$ 5 $2 $!# $) ! 1 &' # !( 51& > $ #5'&!# 57H& # 1$$) 1" # 1"!# 8& & " (!&' #$ $!& $2 2$5 "# 2" # $!- 5 & 5)# 5((& # #%"# !' > '5") 8 #% % (% '&7 &2 !( $!' # $! 7" 8 ##&!0 7" >& 7")0 &)"7$ "#& "( &&"7)&!& "!' % (% )$ 5 $2 $!# $) "* 7& $ & & ) &!# #$ 8 ##&!0 &)"7$ "#& >& 7") "!' $ 1)&#&' #%& &" # $! #$ ! > ) #* "!'O$ #%&* "* !#& 1 &# #%& & &?1& &! & " )& & &" % A" # 1"# $! K5& # $!!" &- )) ( $51 &1$ #&' #%"# 7$#%& $ &- #%& & &" % &?1& &! & 8" 8$ #%8% )&- %& & 8" " " ! &22& # 2$ '&) >& * >& 7") $ 8 ##&! ! #%"# #%$ & 8%$ & & >&' POSTER 54 #%& >& 7") '&7 &2 !( &1$ #&' $ & 1$ # >& "## #5'& "7$5# #%& &?1& &! &- %$ & 8%$ & & >&' #%& &)"7$ "#& >& 7") '&7 &2 !( SHELTER DATA SUPPORT THE BLACK DOG SYNDROME & 1$!'&' $ # 2">$ "7)*- 0 0 POSTER 51 0 A ; 6
STUDENT PERCEPTIONS AND LEVELS OF SATISFACTION %& )" : $( *!' $ & 5((& # #%"# 7)" : $"#&' '$( ! ABOUT ACADEMIC ADVISING %&)#& " & "# " ' "'>"!#"(& 2$ "'$1# $! 7& "5 & $2 #%& $"# $)$ - # 7&) &>&' #%"# 7)" : '$( " & 2 &C5&!#)* 1" &' $>& 2$ "'$1# $! ! 2">$ $2 #%& ) (%# $"#&' $5!#& 1" # 0 %$8&>& 0 ) ##)& $5!' &!# 2 '"#" 511$ # #%& )" - %& 15 1$ & $2 $5 6 0 - @ @ A #5'* 8" #$ !>& # ("#& #%& ">& "(& )&!(#% $2 #"* ! " %&)#& 6 "!' 8%&#%& 7)" : '$( " & "# ( &"#& : 2$ &5#%"!" " #%"! !$!7)" : '$( - & " % >&' #%& "'$1# $! & $ ' $2 '$( % 1 &) !" * #5'* &?" !&' 1& &1# $! "7$5# " "'& 7$" '&' ! " )$ ") "! ") %&)#& ! E,E- & 2$5!' #%"#0 !'&&'0 "'> !( 8 #% 5!'& ( "'5"#& $))&(& #5'&!# - #$#") $2 L.F 7)" : $ 1 " )*7)" : $"#&' '$( #"*&' (! 2 "!#)* )$!(& #5'&!# $ 1)&#&' 5 >&* #%"# &?" !&' &" $! 2$ " "'& ! #%& %&)#& 5!# ) #%&* 8& & "'$1#&' #%"! !$!7)" : $"#&' "'> !(0 1& &1# $! $2 " "'& "'> !(0 " 8&)) " )&>&) $2 '$( - & 5)# 511$ # #%& )" : $( *!' $ &- "# 2" # $! 8 #% " "'& "'> !(- %& & 5)# !' "#&' #%"# .-ET $2 #%& #5'&!# &&# 8 #% #%& " "'& "'> $ #$ POSTER 55 &( #& 2$ )" & - #5'&!# !' "#&' #%"# $>& ")) #%& "'> $ & 1& #&' #%& $1 ! $! "!' 2&&) !( 0 8% )& 1 $> ' !( " " !( PERFORMANCE IMPROVEMENT IN COLLEGE FOOTBALL "!' $1&! "# $ 1%& &- - ;60 A BB0 POSTER 52 ;
UNDERSTANDING FACTORS INFLUENCING RETENTION OF %& &22& # $2 ($") &## !( "!' 1 >"#& 2&&'7" : 8& & &?" !&' AFRICAN-AMERICAN STUDENTS AT HBCUS: A $! #%& "#%)&# 1& 2$ "! & $2 #% && 2$$#7")) 1)"*& $! " "# $!") DESCRIPTIVE ANALYSIS $ "# $! $2 !#& $))&( "#& #%)&# > $! L 2$$#7")) #&" - %& 1)"*& ")) 1)"*&' #%& 1$ # $! $2 ) !&7" :& - 1& 2 - @ 0 60 A -00 A 6 7&%"> $ #5' &' ! )5'&' #%& $ & # 1& &!#"(& $2 # & #%& @ 0 A -0 0 6 ) !&7" :& 1$ # $!&' % &)2 #$ $>& " 1& 2 &' " &" $! #%& 2 &)' '5 !( " 1" $ 2 $ #%& ) !& $2 "(& '5 !( " 5! "!' Q.
#%& 1& &!#"(& $2 # & #%"# #%& ) !&7" :& $ & #)* O7) #D&'P- POSTER 59 A &> $5 & &" % $! 7&%"> $ ") !#& >&!# $! ! $))&( "#& 2$$#7")) %$8&' 1 $>& &!# $! $ & # $5#& 5! "!' 7)$ : !( RELATIVELY SATISFIED: THE MODERATING EFFECT OF 7&%"> $ " '0 #%0 P %" 1&0 ..QN " ' P " !& 0 E,,E- EXTRAVERSION IN UNDERSTANDING WORKPLACE ! '& (! 8" 5 &' " $ #%& #8$ 7&%"> $ 8 #% )&" INCIVILITY 1 $>& &!# ! #%& 1& &!#"(& $ & # 7&%"> $ "!' "! 1 $>& &!# $2 #%& >" "7 ) #* $2 #%& 7&%"> $ A 0 6 6 0 A 0 @ ; POSTER 56 & !>& # ("#&' #%& $'& "# !( &22& # $2 &?# ">& $! ! PSYCHOLOGICAL FACTORS CONTRIBUTING TO COLLEGE &?1)" ! !( #%& &)"# $! % 1 7&&! $(! # >& "11 " ") $2 ADJUSTMENT IN FIRST YEAR STUDENTS 8$ :1)" & ! > ) #* &?1& &! & -&-0 ($") &)&>"! & "!' (&!& ") H$7 "# 2" # $!- % &)"# $! % 1 8" 1$ # >& 2$ &?# $>& # 0 75# 6 0 ; B B ) (%#)* !&("# >& 2$ !# $>& # - ?# ">& # R 1$ # >& &" # $! "* 7& '5& #$ #%& ! &" &' "# 2" # $! "!'O$ $ # &!#- # *&" "'H5 # &!# #$ $))&(& %" 7&&! %$8! #$ 1 $>& $!>& &)*0 !# $>& # "* "##" % $ & !&("# >& >")&! & #$ #%& &#&!# $! "!' 1 $> '& 2$ " $ & 5 & 25) $))&(& &?1& &! & &?1& &! & $2 ! > ) #*- & '& P 6")) ! : $'#0..G- ! "! &?#&! $! $2 " 1 &> $5 #5'* 5 % P "!( $0 E,E #% #5'* !>& # ("#&' #%& 1" # $2 POSTER 60 1$ # >& &2 " !( " "! "'' # $!") 2" #$ ! #%& 1 &' # $! $2 $))&(& "'H5 # &!#- %& $'&) 1 $'5 &' "! "'H5 #&' E $2 -/ APPEARANCE, BACKLASH, AND THE GLASS CEILING MG-Q0 1R-,,- 0 ; 6 POSTER 57
SELF-REGULATION AND POOR PRESCHOOL % #5'* &?" !&' $7H& # 2 "# $! $2 " 8$ "!R "11&" "! &- AGED-CHILDREN: DO QUALITY CLASSROOMS MATTER? %& & &" % &>")5"#&' 8%&#%& 7" :)" % #$8" ' 8$ &! $5)' 7& &1) "#&' 7" &' $! " 8$ "!R "11&" "! & ")$!&- 6 - - 0 ; A" # 1"!# 8& & "!'$ )* %$ &! #$ > &8 $!& $2 #% && 1%$#$ $2 0 ;0 75 !& 8$ &! "!' " :&' #$ "#& $ 1&#&! * "!' ) :&"7 ) #* B 0 7" &' $! "11&" "! &- " :)" % $ 5 &' $!)* 2$ #%& 8$ "! ;0 - #%"# 8" $ # "(&!# 0 5((& # !( #%"# 75 !& 8$ &! 8%$ )$$: 0 $ & " 5) !& " & !$# &&! " $ & ) :&"7)& #%"! ; 75 !& 8$ &! 8%$ "11&" 2& ! !&-
%& "7 ) #* #$ &)2 &(5)"#& "! 1$ #"!# : )) 2$ *$5!( % )' &! #$ POSTER 61
%">& 51$! &!#& !( %$$)- %& 5 &!# 1 $H& # '&!# 2 & #%& March 14 Friday, &)"# $! % 1 7&&! #%& )" $$ &!> $! &!# "!' #%& THE EFFECTS OF EARLY CHILDHOOD EXPERIENCES ON '&>&)$1 &!# $2 &)2 &(5)"# $! ! 1 & %$$) "(& % )' &! NATURE RELATEDNESS AND BIOPHILIA. "##&!' !( &"' #" #- '' # $!"))*0 #%& 1 $H& # $ 1" & )$8 ! $ & 1 & %$$) % )' &! 8 #% $! #&!# " & #$ %$5 !( B 6 0 6 8 #% #%$ & 8 #%$5# $! #&!# " & #$ %$5 !(- !'& #"!' !( 0@ A 6 #%& &)"# $! % 1 7&&! &)2 &(5)"# $! "!' )" $$ C5") #* "! 1 $> '& ! (%# #$ #%& 7 $"' &)"# $! % 1 7&&! !& %5!' &' #% #&&! 1" # 1"!# 8& & & 5 #&' #$ $ 1)&#& &!> $! &!# "!' % )' '&>&)$1 &!#- 5 >&* &)"# !( % )'%$$' &?1& &! & 8 #% !"#5 & #$ "## #5'& #$8" ' #%& &!> $! &!# 5 !( #%& !"#5 & &)"#&'!& "!' POSTER 58 7 $1% ) " ")& - & 5)# !' "#&' #%"# #%& 1" # 1"!# %"' (! 2 "!# 1$ # >& "## #5'& #$8" ' !"#5 &- %& & 8" ") $ " KNOWLEDGE IS POWER: LONGEVITY INFORMATION 1$ # >& $ &)"# $! 7&&! % )'%$$' &?1& &! & "!' ENCOURAGES RECYCLING BEHAVIOR &?1& &! & "!' 7 $1% ) " 75# !$# &)2 $ 1& 1& # >&- %& &)"# $! % 1 7&&! % )'%$$' &?1& &! & "!' 6 - 0 6 A- 0 @ 6- 1 $&!> $! &!#") "## #5'& "!' 7&%"> $ 8 )) 7& ' 5 &'- POSTER 62 #5'* 8" $!'5 #&' #$ !>& # ("#& #%& !2)5&! & $2 )$!(&> #* !2$ "# $! $! 7&%"> $ - A" # 1"!# 8& & " (!&' #$ #% && APPLICANT CONTRAST: HOW THE ORDER OF RESUME $!' # $! " 8&))& #"7) %&' & * ) !( 1 $( " 0 " !&8)* EVALUATIONS CAN AFFECT CANDIDATE RATINGS & #"7) %&' & * ) !( 1 $( " 0 "!' " $!# $) $!' # $!- 57H& # ! #%& 8&))& #"7) %&' $!' # $! & * )&' " 8"#& 7$##)& $ & ;0 B 0 2 &C5&!#)* /,-,T #%"! #%$ & ! #%& !&8 +L-LT "!' #%& $!# $) 6 F+-GT $!' # $! - %& & #"# # "))* (! 2 "!# & 5)# 511$ # #%& %*1$#%& #%"# # & ! &? #&! & $2 " 1 $( " 8$5)' %& H5'( &!# $2 # 5) "! 7& !2)5&! &' 7* #%& C5") #* $2 #%& !2)5&! & " &)"#&' 7&%"> $ - 1 & &' !( # 5) - $5 &)& &!#" * %$$) #&" %& & 5 & #8$ ($$' "!' #8$ 7"' 8& & 1 & &!#&' 8 #% #%& #8$ ($$' 2$))$8&' 7* /,
#8$ 7"'0 $ > & >& "- A" # 1"!# 8& & " :&' #$ "#& D& 7&&! $!& $ 7$#% $2 #%& & # " # "!' &22 " * "!' "11) "!#R C5") 2 "# $! "!' #%& ) :&) %$$' #%"# #%&* 8$5)' % & $5# $ & &?1& #"# $! 0 $1 !(0 "!' $ ") 511$ #- #%& - A" # 1"!# 8& & $ & ) :&)* #$ % & " ($$' "11) "!# "2#& && !( 7"' "11) "!# #%"! 8%&! && !( ($$' "11) "!# 2 #- POSTER 66
POSTER 63 PREDICTORS OF MENTAL HEALTH COURT PROGRAM COMPLIANCE AND RE-ARREST PERCEIVED COLLEGE WEIGHT DISCRIMINATION’S RELATIONSHIP TO STUDENT SOCIAL INTEGRATION AND 0 A ADJUSTMENT
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
POSTER 64 %& 5 &!# #5'* &?" !&' #%& !#& 1)"* 7&&! &)21& &1# $!0 2&&) !( #$8" ' %$$)0 "!' %&")#% : THERAPEUTIC YOGA AS A TREATMENT OPTION FOR 7&%"> $ 5 !( "! "'$)& &!# #5'&!# " 1)& 2 $ " 5 ") " &"- SURVIVORS OF DOMESTIC VIOLENCE !& %5!' &' 2 2#* .#% ( "'& $ 1)&#&' &)2 &1$ # &" 5 & $2 ")) $! # 5 # - & 5)# %$8&' %$)" # $ 1&#&! & 8" ;B !>& &)* &)"#&' #%& 5 & $2 ") $%$)0 #$7" $0 " H5"!"0 "!' A 1 & 1# $! 1" !: ))& 0 8%& &" ()$7") &)28$ #% 8" !>& &)* &)"#&' #$ 5 & $2 1" !: ))& "!' ") $%$) 5 &- ## #5'& #$8" ' %& 15 1$ & $2 #%& & &" % #$ 511$ # #%& 5 & $2 #%& "1&5# %$$) 8& & !&("# >&)* &)"#&' #$ #$7" $0 ") $%$)0 "!' " H5"!" *$(" " " # &"# &!# $1# $! 2$ 5 > >$ $2 '$ & # > $)&! &- 5 &- * #& "# &> &8 $2 #%& ) #& "#5 & %$8 1$ # >& $5# $ & 2$ #%& "1&5# *$(" ! &(" ' #$ 5& &?1& &! &' 5 > >$ POSTER 68 5 % " A 0 "!? &#*0 '&1 & $!0 "!' 57H& # >& 8&))7& !(- #5' & 2$ ! $ ! " "!' )&&1 ' $ '& ' ' !$# %$8 #"# # ") TESTING THE GENERALIZABILITY OF THE PHYSICAL (! 2 "! &0 "!' 8 )) ") $ 7& ' 5 &'0 " 8&)) " ' & # $! 2$ ACTIVITY SELF-DEFINITION MODEL TO HEALTHY EATING 25#5 & & &" %- 0 ; B ;0 6 POSTER 65 6
PSYCHOLOGICAL PATHWAYS LINKING PERSONALITY TO % #5'* !>& # ("#&' 8%&#%& ;&!'D & : "!' 6$ ("! #& !R PROBLEMS OF PHYSICAL HEALTH E,,. &)2'&2 ! # $! $'&) (&!& ") D& #$ #%& '$ " ! $2 %&")#%* &"# !(0 "!' 8%&#%& &)21 $#$#*1& "# % A6N #%& &?#&!# #$ @ 6 0 8% % *$5 && *$5 &)2 " )" #$ #%& #*1 ") 1& $! 8%$ '$& 6 0 "! " # > #* ! &" & #%& 1 &' #"7 ) #* $2 %&")#%* &"#& &)2'&2 ! # $!- A& & >&' $ # &!# "!' A60 75# !$# 1& & >&' "7 ) #*0 (! 2 "!#)* 1 &' #&' %&")#%* &"#& A& $!") #* %" )$!( 7&&! 1) "#&' ! 1%* ") %&")#%- &)2'&2 ! # $!- 6 ?&' & 5)# 8& & 2$5!' 2$ #%& $'&)R ## 75#& $2 !#& & # ! )5'& $1# "!' # " # "!(& - & 1 #& (&!& ") D"7 ) #*0 75# A6 "11&" #$ 7& " 5 &25) "'' # $!- "!* #5' & "!' &1$ #&' " $ "# $! 0 ) ##)& :!$8! "7$5# 5!'& )* !( &?1)"!"#$ * 1 $ & & - & &?" !&' " $ "# $! POSTER 69 ) !: !( ' 1$ # $!") $1# "!' # " # "!(& #$ 1$#&!# ") 1 * %$)$( ") &' "#$ $2 %&")#% $5# $ & ! +QF %&" # 5 (& * SHAME, SELF-DECEPTION AND THE BATTERER 1"# &!# - & 5)# !' "#&' (! 2 "!# &)"# $! % 1 $2 $'& "#& /
6- 60 @ @ 0 @ @ @ P @ 6 A
!# "#& 1" #!& > $)&! & A &1 & &!# " # ") !"# $!") ! #% & &" %0 ) > !( " "!(& &!# "!' & 1)$* &!# 8% )& %&")#% 1 $7)& 0 1" # 5)" )* '5& #$ # % $! #* "!' & #"! & #$ "##&!' !( $))&(& 8" #5' &' ! &)"# $! #$ #%& & 2" #$ R &22& # # &"# &!#- %& 5 &!# #5'* &?" !& #%& $)& $2 %" & "!' $! 57 #"! & 5 &- A" # 1"!# (">& & 1$! & "7$5# ) > !( &)2'& &1# $! ! 1& &1# $! $2 #%& "(( & >& 7&%"> $ " $!( " "!(& &!# 0 & 1)$* &!#0 "!' 57 #"! & 5 & ! " &)2 &1$ # ")& 7"##& & - & 5)# !' "#& #%"# '&! ")0 H5 # 2 "# $! "!' 5 >&*- & 5)# 5((& #&' " 8$ : &!> $! &!# !2)5&! & ! D"# $! " & 2 &C5&!#)* 1 & &!#- )#%$5(% %" & !$# 57 #"! & 5 &- %$ & 8%$ ' ' !$# 8$ : ' "!: $ # "!' #%$ & 511$ #&' " " & %"! ' > !( 1& &1# $! 0 &)2'& &1# $! 8%$ 8$ :&' ! " 7" O & #"5 "!# &## !( $ # 2 &C5&!#)* "* 1)"* " $)& ! &!R '&! ") "!' )" : $2 " :!$8)&'( &!# $2 &?1& &!#&' 8 #% O6$))*P- #%& > $)&!# 7&%"> $ - POSTER 73 POSTER 70 FIVE MINUTES OF IN-CLASS EXERCISE AND STUDENT IS COUNSELOR RECOVERY STATUS BENEFICIAL IN LEVELS OF ENERGY, EMOTIONS AND ACADEMIC SUBSTANCE ABUSE TREATMENT? ATTITUDE
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
POSTER 71 POSTER 74
FACTORS INFLUENCING SERVICEMEMBERS' AND WHY THE HARSH TREATMENT? DESERVINGNESS BELIEFS
VETERANS' RECOMMENDATION OF MILITARY SERVICE TO IN THE INTERROGATION ROOM March 14 Friday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
& !" $2 5 &!# $ 25#5 & A * %$)$(* &" % !( #"!# 7 $5(%# "H$ 1&":& "!' &>&!# #$ " 15 - &?" !&' #%& $)&0 " " & $!& 2$ 5!'& ( "'5"#& - # !( ! $5 & 8 #% 1&& "!' 2 &!' "!' 2" &' 8 #% 5!5 5") Friday, March 14, 2014 1 & 5 & 0 #%& '&")# 8 #% O%$# $ &!#P %"))&!(& 0 &#% ") 3:00pm-4:20pm 5& 0 75 )' !( $ 5! #*0 "!' 5!'& #"!' !( #%& #5'&!# - !( "! " # >& )&" ! !( $'&)0 #%& 5!'& ( "'5"#& &!("(&' ! " & "!")* & 0 H$5 !") 8 # !(0 $7 & >"# $! 0 & &" %0 "!' $)& Event Beacon Hill 1)"* !( #$ '&>&)$1 # "#&( & #$ &!%"! & " #& * )&" ! !( " $!( EPAGS WORKSHOP: THE PSYCHOLOGY OF HORROR #%& #5'&!# - MOVIES Friday, March 14, 2014 POSTER 76 3:00pm-4:20pm
THE EFFECTS OF PSYCHOLOGICAL NEED SUPPORT ON CHILDREN'S AUTOBIOGRAPHICAL RECALL @ @ 0 ; 6 0 @ 0 0 6 6 6 THE PSYCHOLOGY OF HORROR MOVIES @ @ 0 % #5'* &?" !&' #%& &)"# $! % 1 7&&! 1 * %$)$( ") 0 @ A !&&' 511$ # "!' % )' &! "5#$7 $( "1% ") & ")) 1& 2$ "! &- - @ A % )' &! "##&!'&' "! &>&!# "!' 8& & !#& > &8&' & (%# 8&&: )"#& 5 !( $!& $2 #8$ !#& > &8 1 $#$ $) - "1& $2 #%& !#& > &8 $ $ $> & " & " # "!(& #% !( ! #%"# #%&* %$ 2* 5 "!' *&# 8& & $'&' 2$ 511$ # $2 &)2 &#& !"# $! %&$ *R #% && 8& )$>& #%& - %"# # "7$5# #%& & #$ & "!' &&1* 7" 1 * %$)$( ") !&&' "5#$!$ *0 $ 1&#&! &0 "!' %" " #& #%"# %" 5 %$$:&'I % &>&!# 8 )) &?1)$ & #%& &)"#&'!& - & 5)# 511$ #&' #%& %*1$#%& #%"# 1 * %$)$( ") 1 * %$)$(* 7&% !' #%& & #$ & "!' %$8 #%&* ' "8 5 !- $ & !&&' 511$ # 8$5)' 7& " (! 2 "!# 1 &' #$ $2 % )' &!R & ")) 2$ " ' 5 $! $2 8%"# ":& 5 7$#% )$>& "!' 2&" #% 5! C5& 1& 2$ "! & 7&*$!' !#& > &8 #*1&- (&! & $2 2 ) "!' 2$ " %$8'$8! 7&&! $ & $2 %$ $ 7& # :!$8! $! #& - Friday, March 14, 2014 3:00pm-4:20pm Friday, March 14, 2014 3:00pm-4:20pm Invited Speaker Terrace TAKING A VISION AND MAKING IT HAPPEN: REFLECTIONS Paper White Hill ON EFFECTIVE PSI CHI LEADERSHIP PRACTICES DEVELOPMENTAL SYMPOSIUM: DEVELOPMENT OF Friday, March 14, 2014 LEARNING AND MEMORY IN CHILDREN AND INFANT 3:00pm-4:20pm RODENTS Friday, March 14, 2014 A A 3:00pm-4:20pm 0 B 0 DEVELOPMENT OF LEARNING AND MEMORY IN CHILDREN @ ; A A 0 AND INFANT RODENTS 0 A A 0 0 6 &" ! !( "!' & $ * " & 25!'" &!#"))* ' 22& &!# " $ ; A 0 0 '&>&)$1 &!#- % * 1$ 5 &> &8 ' 22& &! & ! #%& ; 6 A 0 '&>&)$1 &!#") !&5 $7 $)$(* $2 )&" ! !( "!' & $ * 5 !( 7$#% 0 @ A 0 %5 "! "!' $'&!# & &" %- !& $! &1# #%"# 5! 2 & #%& & #"): 0 ; A 0 #%"# &" )* ) 2& )&" ! !( !$# "! "#5 & >& $! $2 "'5)# 0 6 6 A 0 )&" ! !( 75# 7" &' $! #%& & $)$( ") !&&' $2 #%& $ ("! "# 0 A BB A 0 &" % #"(& $2 '&>&)$1 &!#- $ &?" 1)&0 )&" ! !( "! %$8 7$#% &!%"! &' " C5 # $! " 8&)) " $! # " !# $ 1" &' #$ #%& "'5)# 75# ") $ 7$#% &!%"! &' 2$ (&## !( !2"!# )& " !& " "!' &!%"! &' &#&!# $! "##" % &!#- !& 1$ #"!# 2" #$ ! %& ! >& #* $2 " #2$ ' A % %"1#& 8 )) '&#& ! !( '&>&)$1 &!#"))* 5! C5& )&" ! !( #% $5(% #%& %" & " " 15 8 '& " # > #* #%&* )&' "# #%& ! # #5# $!0 "! '&>&)$1 !( 7 " ! )$8)* &?1"!' !( 7 " ! 5 # !>$)>&' ! "!# 75))* !( 1 $( " - A" # 1"!# 8 )) )&" ! %$8 #$ 1)"! "!' )&" ! !(- !2"!# 5 # "! ") $ %">& 5! C5& 25! # $! #%"# 1)& &!# "! "!# 75))* !( 1 $( " $! #%& $8! " 15 & - 1 $'5 & 25!'" &!#") ' 22& &! & ! )&" ! !( 5)& "!' A"!&) # 8 )) %" & %$8 #%&* #" :)&' #%& 25!' " !( "!' "#&($ D"# $! $2 8%"# "! 511$ # )&" ! !(- $ ))5 # "#& #%& & )$( # ") %"))&!(& $2 1$! $ !( " )" (& &>&!# "!' 5 & 25))* $! &1# 0 8& 2$ 5 $! #%& % 11$ " 1")'&1&!'&!# 1"# ") "!' /L
&1 $' & $ * "!' " *('")"'&1&!'&!# 2&" 0 8 #% " 1" # 5)" $)& 2$ !&5 $(&!& ! '&2 ! !( 7$#% )&" ! !( "!' & $ * A &> $5 & &" % 5((& # #%"# " $!#&?# 8 # % "! 8&":&! !2"!# )& " !& "- $1& "!# & 1$!' !(- & #%& &2$ & " :&' 8%&#%& #%& $!#&?# "! (!") " 1& 2 & !2$ & M$5# $ & &)"# $!- ! $!#&?# 0 Presentations 1 $'5 &' "!' E 1 $'5 &' E- ! $!#&?# 0 1 $'5 &' E "!' E 1 $'5 &' - E 8" #%&! '&>")5&' 7* 1" !( # 8 #% The development of human spatial memory: a window into )- %&! #& #&' 8 #%$5# & !2$ & ! &" % $!#&?#0 "! ") childhood amnesia" 511 & &' #%& & 1$! & #%"# %"' 7&&! " $ "#&' 8 #% #%& 7* A" &)" "!#" ">&!&? ! >& #* $2 "5 "!!&0 8 #D& )"!' '&>")5&' & !2$ & ! #%"# $!#&?#-
3:40pm - 3:55pm Postnatal development of memory circuits 7* A & & ">&!&? ! >- "5 "!!& P ! >- 7$5 (0 FAILURE TO TIME ON MULTIPLE INDEPENDENT CLOCKS 8 #D& )"!' DURING PAVLOVIAN APPETITIVE CONDITIONING
Development of fear memory and attachment in infant 60 @ 0 A rodents ;BAB; A 7* &( !" 5)) >"! &8 $ : ! >& #*0 & 1$ ") $!# $) ! A">)$> "! "11&# # >& $!' # $! !( 8" Adult neurogenesis, forgetting and infantile amnesia &?" !&'- %&! &1" "#&)* # " !&' 8& & $ 7 !&' "# #& #0 7* A"5) "!:)"!' ! >& #* $2 $ $!#$0 "!"'" "# 2" )&' #$ # & #%& 1&))&# '5& "# #%& )$!(& $2 #8$ - "1 !# $'5 &' !#$ " !()& '5 !( #& # !( ' ' !$# ' 22& &!# "))* Episodic-like memory development in the juvenile rat 1" # #%& # !( $2 1&))&# '&) >& &' "# %$ # "!' )$!( - 7* $ " 5!' "!( #$! ! >& #* $2 5!'&&0 ; & 5)# 2 $ 7$#% &?1& &!# 5((& # #%& "# ' ' !$# 1$!#"!&$5 )* # & $! 5)# 1)& )$ : - Discussant(s): "! " $#% ! >& #* $2 &)"8" & 4:00pm - 4:15pm Friday, March 14, 2014 3:00pm-4:20pm THE INSTRUMENTALLY DERIVED INCENTIVE-MOTIVATIONAL FUNCTION
Paper Stuart @- 6 LEARNING PAPERS III: CONTENT OF LEARNING Friday, March 14, 2014 22& &!# ") & !2$ & &!# $>& ' !"# >& # 5) 3:00pm-4:20pm !"#5 "))* 1 $'5 & A">)$> "! " $ "# $! &22& # !( 7&%"> $ #% $5(% #%& ! &!# >& $# >"# $!") 1 $ & - % 8"
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HIERARCHICAL ASSOCIATION BETWEEN THE CONTEXT, THE SENSE OF STYLE: WHY ACADEMIC WRITING IS SO RESPONSE, AND REINFORCER IN OPERANT LEARNING BAD, AND HOW TO MAKE IT BETTER
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Symposium Berkeley Presentations INTERNATIONAL SYMPOSIUM: GLOBAL VIOLENCE Discussant(s): @$!"#%"! & 7& $ '$! $))&(& Friday, March 14, 2014 3:00pm-4:20pm Friday, March 14, 2014 3:00pm-4:20pm @ ; Paper Thoreau GLOBAL VIOLENCE AGAINST WOMEN OF ALL AGES INVITED SYMPOSIUM: TECHNOLOGY IN TEACHING: THE GOOD, THE BAD, AND THE SOME OF BOTH % $5(%$5# #%& 8$ )'0 8$ &! 2 $ "'5)#%$$' #$ $)'& "(& "* Friday, March 14, 2014 7& 57H& #&' #$ '$ & # > $)&! &0 &?5") " "5)#0 &)'& "75 &0 3:00pm-4:20pm $ 7& #" (&# $2 > $)&! & " " 8&"1$! $2 8" - % * 1$ 5 0 $ 1$ &' $2 :!$8)&'(&"7)& 1 & &!#& 0 '&") 8 #% &>& ") " 1& # $2 > $)&! &0 "!' ") $ "'' & & &22$ # #$ 1 &>&!# ; > $)&! & "!' " ' 5 > >$ - 2 8$ &! " & ( >&! #%& (%#25) 1)" & 0 6 6 ! $ &#*0 8 #%$5# 2&" $2 > $)&! &0 ")) 1&$1)& "!' $ &# & 8 )) 7&!&2 #- TECHNOLOGY IN TEACHING: THE GOOD, THE BAD, AND Presentations THE SOME OF BOTH )" $$ "!' $!) !& & $5 & 7& $ & " #& 0 ! # 5 #$ Domestic Violence 7* @"!&# - (") " )& (% : ! $! ! >& #* " & 1 & &!#&' 8 #% $ & "!' 1$#&!# "))* 7&##& $1# $! 2$ 5 !( #& %!$)$(*- A & &!#& 8 )) % (%) (%# #%& 8"* ! 8% % ! # 5 #$ "! "'"1# #%& #&" % !( #*)& #$ #%& & !&8 #& %!$)$( & - $ The social-emotional and cognitive consequences of child )" (& )& #5 & #$ "))& 0 &#%$' $ &!#&' & !" 0 1 $ "!' abuse 7* )* - - $8 #* ! >& #* $2 &8 $ : $! 8 )) 7& $!# " #&'- A & &!#& 8 )) ") $ %" & #%& $8! &?1& &! & 8 #% ' 22& &!# #*1& $2 #& %!$)$( & 0 ! )5' !( '"#" $! %$8 #5'&!# & 1$!' #$ >" $5 )" $$ !!$>"# $! - Elder Abuse 7* )$ &! & - &! " : A" & ! >& #*0 ))" * - $)' #& ! A" & ! >& #* Presentations
Ending Sexual Violence as a Weapon of War, National and Technology Without Tears: How to Benefit from Teaching’s International Aspects Newest Tools 7* 5 "! - $)"! &#$! ")) ! >& #*0 !' &8 - $! 7* 5 "! ; "5 % #7$5 !& "!' %)&* *$! 0 ! >& #* $2 &#$! ")) ! >& #*0 % %"$ ($ &#$! ")) ! >& #* 6" " %5 &## %& #-
Discussant(s): @$"! - % )& $!!& # 5# $))&(& Teaching students to assemble a research project: Only a few keystrokes needed. 7* " !&* & ! 0 #%" " $))&(&- Friday, March 14, 2014 3:00pm-4:20pm Tapping the Brakes on Technology: Why More May Not Be Better in the Classroom. Symposium 7* " * &8"!'$8 : 0 6$! $5#% ! >& #* SOCIAL PSYCHOLOGY INVITED SYMPOSIUM: SOCIAL COMPARISONS Psychology in the “Real World”: Using Technology to Friday, March 14, 2014 Enhance Scientific Thinking. 7* 5 "! $)"!0 &#$! ")) ! >& #* 3:00pm-4:20pm /+
Friday, March 14, 2014 ;6 4:30pm-5:50pm
Symposium Georgian 8:00am - 8:15am PRESIDENTIAL INTEGRATIVE SYMPOSIUM: CATEGORIZATION PATTERNS OF NUMBERS AND THE DEVELOPMENT OF Friday, March 14, 2014 MATHEMATICS CONCEPTS 4:30pm-5:50pm A;0 ;- 6; B ;0 @ ;- ; 0 - R 0 - - 6 6
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Presentations
Categories, Concepts, and Cognition $ "'' & %$8 (& #5 & "22& # 8$ ' )&" ! !(0 8& "!")*D&' 151 ) 7* " ) ;- 6 ))& 6" " %5 &## ! # #5#& $2 & %!$)$(* ' " &#& " !2"!# > &8&' " 1&":& 1 & &!# !( $7H& #8$ ' 1" !( 5 !( " *! % $!$5 %$80 #"# 0 $ " *! % $!$5 Aude Oliva (Massachusetts Institute of Technology) (& #5 &- & 2$5!' 151 ) ' )"# $! '5 !( #%& 8$ ' 5##& "! & 7* A &' # !( %"# 6& $ "7)& %& $)& $2 $! &1#5") $!)* 2$ #%& %$8 (& #5 &0 E !$ &22& # $2 #%& $7H& # $ (& #5 & 1& # 5 #5 & &0 "!' L " 1$ # >& $ &)"# $! 7&&! 151 ) ' )"# $! "!' 8$ ' )&" ! !( 2$ #%& %$8 $!' # $! $!)*- %5 0 (& #5 & 1&& % Paul C. Quinn (University of Delaware) *! % $!* &!%"! & "##&!# $! "!' 8$ ' )&" ! !(- 7* "#&($ D"# $! 7* !2"!# $ 7H& # #$ " &
8:40am - 8:55am Edward A. Wasserman (University of Iowa) 7* "#&($ ") !"# $! ! 5 "! "!' ! ") )) 22& &!# "!' &# #%& " &I NARRATIVE AND VOCABULARY DEVELOPMENT IN SPANISH-ENGLISH DUAL-LANGUAGE LEARNERS
Friday, March 14, 2014 ;0 60 ; 6 6:00pm-7:20pm 0 6 0 6; A6 ; Event Georgian % )' &! 7& $ !( ) #& "#& ! #8$ )"!(5"(& -&- '5"))"!(5"(& EPA BUSINESS MEETING )&" !& $ %">& 7&&! $ #)* $>& )$$:&' ! #%& ) #& "#5 & Friday, March 14, 2014 " & &# ")-0 E,- % )' &! 2 $ '5"))"!(5"(& & $! Saturday, March 15 Saturday, 6:00pm-7:20pm )" $$ 8& & " & &' !' > '5"))*0 $! #%& !() % "!' 1"! % >$ "75)" & "!' !" "# >& : )) ! 7$#% !() % "!' 1"! %0 ! %$$)- ")2 8& & !"# >&1"! % 1&":& - )'& Saturday, March 15, 2014 % )' &! %"' 7&##& $ ") )"!(5"(& : )) - 22& &! & 8 #% ! 8:00am-8:50am % )' &!R #$ & " $ #%& )"!(5"(& !() % > - 1"! % &>&")&' 1 $>&' 5 & $2 !() % &" ) & #%"! 1"! %- Paper White Hill DEVELOPMENTAL PAPERS: PATTERNS AND LANGUAGE Saturday, March 15, 2014 LEARNING 8:00am-8:50am Saturday, March 15, 2014 8:00am-8:50am Paper Statler CLINICAL PAPERS: TREATMENT EXPECTANCY, STATE /F
HOPE, AND SUBSTANCE USE Saturday, March 15, 2014 Saturday, March 15, 2014 8:00am-8:50am 8:00am-8:50am Paper Stuart ; NEUROSCIENCE PAPERS: FEEDING AND BEHAVIOR Saturday, March 15, 2014 8:00am - 8:15am 8:00am-8:50am
FULL, SHORT, AND RAPID MEASURES OF STATE HOPE ; 6 FOR RESEARCH AND PRACTICE
8:00am - 8:15am
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0 - 8:20am - 8:35am A0 A 0 0 EFFECTS OF HIGH FAT DIETS ON AGGRESSIVE ; 6 BEHAVIORS IN RATS
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SUBSTANCE USE DISORDER, QUALITY OF HEALTH, AND 8:40am - 8:55am TRAUMA IN THE OLDER OFFENDER MUSIC HELPS BUT SHADOWING DOESN’T: THE EFFECTS ; 6 OF EMOTIONAL AND COGNITIVE DISTRACTION ON MOTION-INDUCED NAUSEA AND GASTRIC DYSRHYTHMIA % #5'* &?" !& #%& &)"# >&)* (!$ &' 1$15)"# $! $2 $)'& "'5)# "(& +, "!' $)'& ! " #"#& 1 $! * #& 6J - 0 ; 6- AB PeG,NMF,QPe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
& %"! & 1$! 7)& 2$ & $# $!") ' # " # $!R 7&!&2 ") !#& !") D&' '&1 & $!0 "!? &#*0 $ "!(& - $'& "#& $ &)"# $! &22& #- &? #&' 7&&! &?1& &!#"# $! 8 #% &)2%" "!' #%& E &! "# $! &&: !( $ &0 5((& # !( ! #&"' #%"# $))&(& Saturday, March 15, 2014 #5'&!# 8%$ &)2%" "* 7& "> !( &! $ * # 5)"# $!- 8:00am-8:50am POSTER 4 Poster Imperial Ballroom WORKING ALLIANCE IN PHARMACOTHERAPY ALONE UNDERGRADUATE POSTERS II VERSUS PHARMACOTHERAPY PLUS FAMILY Saturday, March 15, 2014 INTERVENTION FOR BIPOLAR I DISORDER 8:00am-8:50am 0 @- B 0 - 6 ;6 !&#*#8$ 1" # 1"!# 8 #% 8& & "!'$ D&' !#$ 1%" " $#%& "1* $ 1%" " $#%& "1* 1)5 " 2" )* !#& >&!# $!- POSTER 1 A"# &!# "!' 1 $> '& "# !( $2 8$ : !( ")) "! & 8& & " & &' > " #%& $ : !( )) "! & !>&!#$ *- )#%$5(% !$ ' 22& &! & ! THE EFFECTS OF STRESS ON DECLARATIVE MEMORY 1"# &!# "#&' ")) "! & 8& & $7 & >&'0 1 * % "# # "#&' ")) "! & @ 0 6 0 60 8" (! 2 "!#)* % (%& 8%&! 1"# &!# 8& & !>$)>&' ! " 2" )* @ A !#& >&!# $! ")$!( 8 #% 1%" " $#%& "1*- 5 #%& & &" % "* '&#& !& #%& 1" # "!' (! 2 "! & $2 #%& & 2 !' !( $! & &" % %$8 # & "22& # )&" ! !( 1 $ & & - 5 # &"# &!# $5# $ & - %*1$#%& 8" #%"# #%& "11) "# $! $2 # & 8 )) ! &" & & $ * 2$ & $# $!") 8$ ' - !'& ( "'5"#& #5'&!# 8& & POSTER 5 ( >&! " # & $ "!' & $ D&' " ) # $2 8$ ' 8 #% >" * !( & $# $!") #*- %& ( $51 #%"# & & >&' # & & & 7& &' $ & NEGATIVE ATTITUDES TOWARD WOMEN: THE REAL 1$ # >& 8$ ' #%"! #%& $#%& ( $51 0/+ M L-EG0 1 M -,G- $ CONSEQUENCES FOR MEN ' 22& &! & 8" $7 & >&' 2$ !&("# >& 8$ ' - # ' ' !$# "##& 2 # & 8" !'5 &' 7&2$ & $ "2#& )&" ! !( #%& 8$ ' - ; - 0 @ - ; ;0 @ - 0 ; ;- POSTER 2 6")& $))&(& #5'&!# ! M E+G $ 1)&#&' &" 5 & #$ DOES MOVEMENT IMPROVE LEARNING AND RECALL OF '&#& !& 8%&#%& %$ # )& "## #5'& #$8" ' 8$ &! "!' )&>&) $2 SPATIAL LOCATIONS? # 5 # ! '$ #$ 1 &' #&' '&1 & $!0 "!? &#* "!' #*1& $2 ; ;0 A 1& & >&' $ ") 511$ #- 6&! 8 #% %$ # )& "## #5'& #$8" ' 8$ &! $ &' % (%& ! '&1 & $! "!' '& >&' $ ") 511$ # )" (&)* 2 $ 2 &!' ! #&"' $2 2" )*- 5#5 & & &" % %$5)' & "##& 1#&' #$ )" 2* %$8 $>& &!# " $ "#&' 8 #% )&" ! !( & >& #$ $5#) !& 8"* #%"# &? # "## #5'& %&)' 7* &! %5 # #%$ & !2)5&! & & "))- A" # 1"!# '&!# 2 &' )&2#O (%# 1$ # $! $2 &! #%& &)>& 0 " 8&)) " #%& 2& ")& 2 &!' "!' 2" )*- %"1& &&! $! " $! #$ 7* $> !( "! $7H& # #$8" ' #%& $!R )$ "# $! $ 8 #% " $5 & ) : !$ $>& &!#- & ")) &C5 &' POSTER 6 & #%& $>& &!# $ !$ $>& &!# & 1$! & - 6$>& &!# ' ' !$# (! 2 "!#)* 1 $>& " 5 " * $2 & ")) 75# &" # $! # & 8& & SEX RATIOS ON COLLEGE CAMPUSES )$!(& 2$ #%$ & 8%$ 5 &' $>& &!#" $ "#&' & 1$! & - !' !( 5((& # #%"# ! $ & $!' # $! $>& &!# "* !$# ; B0 J 0 1 $>& )&" ! !(- ;6 ;
5 "! "# !( 7&%"> $ '$& !$# $ 5 ! " >" 55 "!' #%& &? POSTER 3
"# $ $2 " 1$15)"# $! 8 )) ") $ "22& # "# !( 7&%"> $ - %& &? March 15 Saturday, "# $ #*1 "))* &1$ #&' 2$ " ( >&! 1$15)"# $! ! #& $2 #%& TOWARD A BETTER UNDERSTANDING OF SELF-HARM IN !5 7& $2 &! 1& ,, 8$ &!- %&! #%& &? "# $ '&> "#& COLLEGE STUDENTS (! 2 "!#)* 2 $ ,,0 & #" ! %" " #& # %"!(& 8 )) #":& 0 6 0 B 1)" & ! &)"# $! % 1 #%"# 8 )) $ & 1$!' !()* %">& &22& # $! AA 0 6 0 #%& 2" )* "!' $#%& " 1& # $2 $ &#* 5##&!#"( P & $ '0 ./L- % " % >") #5'* &?" !&' #%& &? "# $ $2 # "' # $!") $&' $))&(& ! #%& ! #&' #"#& - & 5)# $2 #% " % >") #5'* !&#* ? $))&(& #5'&!# $ 1)&#&' #%& E0 * &! : 2$5!' #%"# Q.T $2 #%& $))&(& %"' " )$8 &? "# $- % )$8 &? A& $!") #* !>&!#$ *0 " '& $( "1% C5& # $!!" &0 "!' " "# $ "* %">& " (! 2 "!# 1" # $! #%& &)"# $! % 1 &)2%" ")& &"#&' 7* #%& & &" %& - ?# $>& # &1$ #&' " "# 2" # $! $2 8$ &! $! $))&(& " 15 & " &! ! )$8 &? (! 2 "!#)* % (%& "#& $2 &)2%" #%"! !# $>& # - &)2%" ! "# $ $ &# & #*1 "))* ">$ ' $ # &!# ! " &)"# $! % 1 %&")#%* $))&(& #5'&!# '$& !$# "11&" #$ 7& " "! 2& #"# $! $2 5##&!#"( P & $ '0 ./L- //
POSTER 7 %& 1 & &!# #5'* &?" !&' #%& $ 1" "# >& &22& # $2 TEMPERAMENTAL FEEDBACK: HOW MOOD AND & ) &! &0 &)2& #&& 0 "!' $1# ! &?1)" ! !( >" "# $! ! SELF-ESTEEM IMPACT RESPONSE TO EMOTIONAL VIDEO 1$ ## "5 "# # & * 1#$ ! & 1$! & #$ # "5 "# CLIPS &?1& &! & " $!( $))&(& #5'&!# M EE- )) #% && $2 #%& & 1$ # >& "## 75#& 8& & !&("# >&)* " $ "#&' 8 #% A 6 0 6A 0 A 0 * 1#$ $)$(*0 8 #% #%& )" (& # &22& # D& 2$ &)2& #&& 0 6 ; 0 2$))$8&' 7* $1# 0 "!' & ) &! &- #&18 & 5)# 1)& &( & $! "!")* & &>&")&' #%"# $!)* !5 7& $2 1$ ## "5 "# &?1& &! & "!' &)2& #&& #$(&#%& " $5!#&' 2$ (! 2 "!# %$ # 7 # " # >" "! & ! A * 1#$ - % #5'* 5 &' #%& $))&(& 'H5 # &!# ")&' #$ &" 5 & " >" &#* $2 1& $!") 8&))7& !( >" "7)& - $# $!") > '&$ ) 1 POSTER 11 8& & 1 & &!#&' "!' #%&! 1" # 1"!# "#&' %$8 &" % ) 1 "'& #%& 2&&)- # 8" 1 &' #&' #%"# #%$ & 8%$ $ &' % (%& ! EFFECTS OF CAT PERSONALITY AND BACKGROUND ON '&1 & $! * 1#$ 8$5)' &" # $ & !&("# >&)* #$ #%& "' LIKELIHOOD OF CAT ADOPTION > '&$ #%"! #%& %"11 & $5!#& 1" # - & 5)# %$8&' #%"# 1" # 1"!# 8 #% % (% '&1 & $! "#&' #%& > '&$ " )& #%"! 6 0 6 #%& !#&!'&' & $# $!- %&$ &# ") &?1)"!"# $! " & $22& &'-
POSTER 8 %& 5 &!# & &" % &?" !&' %$8 !2$ "# $! "7$5# " "# &) ( 7)& 2$ "'$1# $! "22& # ) :&) %$$' #$ "'$1# " "# 2 $ "! PREDICTING WHICH MEN VIEW DANGER AS EXCITING: "! ") %&)#& ! " %*1$#%&# ") #5"# $!- A" # 1"!# 8& & $ & DECONSTRUCTING HYPERMASCULINITY 8 )) !( #$ "'$1# "# 8 #% 1& $!") #* 1 $2 )& $ O $7 #$ *P 1 $2 )& #%"! "# 8 #% 2" #5") 1 $2 )& - O$7 #$ & P &) #&' $ & @ - 0 --0 @ - ; ;0 ; - !&("# >& & $# $!") & 1$! & #%"! 1& $!") #* $ 2" #5") 1 $2 )& 0 0 ; ;- "!' 1& $!") #* 1 $2 )& &) #&' #%& % (%& # )&>&) $2 1$ # >& & $# $! $2 #%& #% && 1 $2 )& #*1& -
%& 1 & &!# &?" !&' 8%&#%& $ & $! >" $5 &)2 &1$ # POSTER 12 &" 5 & 1 &' #&' )&>&) $2 " %*1& " 5) ! #* 57#*1& " $ "#&' 8 #% > &8 !( '"!(& " &? # !(- 65)# 1)& &( & $! PREDICTORS OF SUICIDAL THOUGHTS AND BEHAVIORS "!")* & '&!# 2 &' " $'&) #%"# 1 &' #&' L-/T $2 #%& >" "7 ) #* IN A SRI LANKAN WAR-AFFECTED POPULATION ! '"!(& " &? # !( $ & 0 8 #% )&>&) $2 15) > #* "!' ") $%$) 5 & " $5!# !( 2$ EG-.GT $2 #%& >" "7 ) #*- 5#5 & & &" % 0 @; 6 %$5)' 2$ 5 $! 1"#%"!")*# &?1)"!"# $! #$ 7&##& 5!'& #"!' 6 #%& '&>&)$1 &!# "!' 25#5 & ) 2& # "H& #$ & $2 %*1& " ) !& &!- & 1 &' #&' #%"# 5 '") #&!'&! * M &" 5 &' 7* #%& !&("# >& 1& &1# $! 57 ")& $2 #%& AAAK ! 8" "22& #&' "!:" POSTER 9 8$5)' 7& " $5!#&' 2$ 7* 1 * %$ $ ") 1 $7)& - 65)# 1)& &( & $! 8" 5 &' #$ &?" !& #$ 8%"# '&( && >" $5 TRAUMATIC BRAIN INJURY: THE INFLUENCE 1 * %$ $ ") 1 $7)& 1 &' #&' 5 '") #&!'&! * 5 !( '"#" CONCUSSIONS HAVE ON EMOTIONAL SYMPTOMS 2 $ F, 1" # 1"!# - %& &( & $! $'&) &?1)" !&' +E-GT $2 #%& >" "! & ! 5 '") #&!'&! *- 2 #%& 1 * %$ $ ") 1 $7)& 6 0 " & &'0 $!)* '&1 & $! (! 2 "!#)* 1 &' #&' 5 '") #&!'&! * % M -G.G0 1R -,,-
"5 "# 7 " ! !H5 & !>$)>& " % # #$ #%& %&"' "5 !( POSTER 13 7 " ! ")#& "# $! - 2#* #% && $))&(& #5'&!# "! 8& &' C5& # $! ! &(" ' #$ % #$ * "!' 5 &!# & $# $!") * 1#$ - THE RELATIONSHIP BETWEEN CHILDHOOD-ONSET & 5)# 1" # "))* 511$ # #%& %*1$#%& 0 &>&") !( #%"# " 1 &> $5 DIABETES AND MENTAL HEALTH INTO YOUNG $! 5 $! "! ! &" & #&!'&! & #$8" ' # & 0 "!? &#*0 ADULTHOOD '&1 & $!0 "!' %$1&)& !& - % 5((& # #%"# #%& "1&5# 511$ # %$5)' 7& &(5)" )* $22& &' #$ #%$ & #%"# %">& " ' "(!$ &' #$ '& &" & & $# $!") * 1#$ - ; ; 0 - B 6 POSTER 10 % )' &!O"'$)& &!# 8 #% " ' "(!$ $2 ' "7&#& &)) #5 " & THE COMPARATIVE EFFECTS OF SELF-ESTEEM, 5 &1# 7)& #$ 1$$ &!#") %&")#%- $8&>& 0 # 5!:!$8! 2 OPTIMISM, AND RESILIENCE IN BUFFERING PTSD &!#") %&")#% %"!(& '5 !( #%& # "! # $! #$ "'5)#%$$'- %& SYMPTOMS 1 & &!# #5'* !>& # ("#&' #%& &!#") %&")#% $2 +L *$5!( "'5)# 8 #% ' "7&#& &)"# >& #$ %&")#%* $!# $) '&!# 2 &' 8 #% ! %& 6 6;60 6 6- "# $!") $!( #5' !") #5'* $2 '$)& &!# &")#% '"#" &#- "#& $2 '&1 & $!0 &"# !( ' $ '& 0 "!' "!? &#* 8& & % (%& ! /.
' "7&# - % )'%$$'$! &# ' "7&#& "11&" #$ %">& %" )$ &)* &)"#&' #$ &1 $' & $ *- '' # $!"))*0 1%$#$( "1% !5 & $5 1) "# $! !#$ *$5!( "'5)#%$$'- "22& # &1 $' & $ * 7* 511)* !( '&#" ) 5 $5!' !( &>&!# - & !>& # ("#&' 8%&#%& 1%$#$( "1% $5)' "'' #$ #%& 1& & >&' POSTER 14 '&#" ) $2 25#5 & #%$5(%# #%"# $ 5 ! 5!2" ) " !$ &1 $' & $ * )$ "# $! - & 5)# 5((& # 1%$#$( "1% "* " # " COPING AND ITS RELATIONSHIP WITH BODY IMAGE AND & $ * " ' 8%&! (&!& "# !( 25#5 & &>&!# ! 2" ) " "!' INTERPERSONAL RELATIONSHIPS 5!2" ) " )$ "# $! -
POSTER 18
?" !&' #%& &)"# $! % 1 " $!( $1 !(0 7$'* "(& "!' STRATEGIC PRESENTATION OF ACADEMICS IN HIGH !#& 1& $!") &)"# $! % 1 - 2#*#8$ 1" # 1"!# $ 1)&#&' SCHOOL: LINKS TO ETHNICITY AND POPULARITY &)2 &1$ # &" 5 & #%& & >" "7)& - & 5)# $! )5'&' #%"# #%$ & 8%$ &&: $ ") 511$ # & $# $!"))* 8%&! $1 !( %">& " ; 0 @ 7&##& &>")5"# $! $2 #%& $8! "11&" "! & "!' %">& 7&##& 7$'* B ; 0 A " &" "# 2" # $!- 5#5 & & &" % %$5)' &?" !& "!$#%& 8"* #$ &" 5 & !#& 1& $!") &)"# $! % 1 0 )$$: "# !' > '5") (&!'& & 1$! & 0 " 8&)) " &?" !& 1& $!") #* 2" #$ $ $ ") &!#%( "'& #5'&!# M Q. "#&' %$8 #%&* 8"!#&' #%& '& "7 ) #* " $ &)"#& - " "'& 1& 2$ "! & "!' &22$ # #$ 7& 1& & >&' 7* 1$15)" 1&& "!' #%& 2 &C5&! * $2 5 !( # "#&( & #$ ")#& #%$ & POSTER 15 1& &1# $! - 6$ # #5'&!# 8"!#&' #$ 7& 1& & >&' " (&## !( ($$' 75# !$# &? &))&!# ( "'& 8 #% )$8 &22$ #- A$15)" #* "!' STAY OR LEAVE? ATTRIBUTIONS TOWARD LESBIAN AND 1$15)" #* ($") 8& & 1$ # >&)* $ &)"#&' 8 #% &22$ #)& FEMALE HETEROSEXUAL DOMESTIC VIOLENCE VICTIMS " % &>& &!#- % 8" & 1& "))* # 5& 2$ % #& #5'&!# 0 8%$ 8& & ") $ #%& $ # ) :&)* #$ )" #$ #5'* )& - 0 ; A 0 6 0 ; 0 6 6;0 POSTER 19 PARENTING STYLES PREDICTING MENTAL HEALTH, % #5'* &?1)$ & #5'&!# "## #5'& #$8" ' )& 7 "! "!' 2& ")& SUBSTANCE USE AND ADJUSTMENT IN EMERGING %&#& $ &?5") '$ & # > $)&! & > # $!# !(&!# 51$! 8%&#%& ADULTS #%& > # #"*&' $ )&2# #%& "75 & - & 5)# !' "#& #%"# 8% )& " 8$ "! 8%$ #"*&' ! #%& &)"# $! % 1 8" "#&' $ & !&("# >&)* 0 - 6 6 #%"! $!& 8%$ )&2#0 " 8$ "! "75 &' ! " )& 7 "! &)"# $! % 1 8" "#&' $ & 1$ # >&)* #%"! " 8$ "! "75 &' ! " %&#& $ &?5") &)"# $! % 1- & 5)# " & ' 5 &' ! #& $2 "## 75# $! #%&$ * % #5'* &?" !&' &)"# $! % 1 7&&! 1" &!# !( #*)& "!' "!' ' $5!# !( $2 )& 7 "! "75 &- &! $ $))&(& #5'&!# R !MEQ &)2& #&& 0 57 #"! & 5 & "!' "'H5 # &!# #$ $))&(&- 2#& $!# $)) !( 2$ & '&! &0 % (% POSTER 16 1" &!#") "22& # $! "!' )$8 1" &!#") $!# $) 1 &' #&' % (%& &)2& #&& #$8" ' 1" &!# % )' &)"# $! % 1 - $!# " * #$ PERCEPTIONS OF CRIMINAL BEHAVIOR BASED ON 1 &' # $! 0 )$8& 1" &!#") "22& # $! 1 &' #&' $ & 1$ # >& PHYSICAL ATTRACTIVENESS AND GENDER " "'& "!' $ ") "'H5 # &!#- $8 1" &!#") 15! # >&!& "!' $!# $) 1 &' #&' ( &"#& ) :&) %$$' $2 ") $%$) 5 &- & 5)# AA; 0 6- 511$ # #%& ' 22& &!# ") "!' 5! C5& $5# $ & $2 1" &!#") #*)& 2$ & & ( !( "'5)# 1$15)"# $! -
% #5'* &?" !&' %$8 1& &1# $! $2 $!&R !") 7&%"> $ POSTER 20 "* 7& !2)5&! &' 7* $!&R 1%* ") "## " # >&!& "!' (&!'& - " ") 1 #5 & $2 7$#% &?& 1 &> $5 )* "#&' 2$ "## " # >&!& CONDITIONED PLACE PREFERENCE IN HUMANS USING A 8& & 1 & &!#&' #$ 1" # 1"!# #$ "#&- >& "))0 1" # 1"!# VIRTUAL REALITY ENVIRONMENT
#%$5(%# "## " # >& !' > '5") "!' 8$ &! 8& & )& ) :&)* #$ March 15 Saturday, $ # " &0 "!' )& ) :&)* #$ $ # " $ & &>& & "!' 0 0 > $)&!# & #%"! 8& & 5!"## " # >& !' > '5") "!' &!- %& & 2 !' !( $5)' 1 $> '& 25 #%& ! (%# &(" ' !( H5 $ '& $! ": !(- $ &?" !& 8%&#%& %5 "! "! 7& $!' # $!&' #$ 1 &2& " > #5") &") #* &!> $! &!# 1" &' 8 #% 2$$'0 / POSTER 17 2$$' & # #&' "!' E !$!2$$' & # #&' 1" # 1"!# 5!'& 8&!# 5)# 1)& 1" !( 7* &?1)$ !( #8$ ' # ! # $$ - $$ THE EFFECTS OF PHOTOGRAPHS ON FUTURE THOUGHT 8" 1" &' 8 #% 6P6 N $$ 8" 1" &' 8 #% !$ 2$$'- ! " 2 && " & #& # '"*0 2$$' & # #&' 1" # 1"!# ' 1)"* " 0 - ; 6 1 &2& &! & 7* 1&!' !( (! 2 "!#)* $ & # & ! #%& 6P6 $$ 1R ,-,- $!2$$' & # #&' 1" # 1"!# %$8 !$ 1 &2& &! &-
A &> $5 & &" % 5((& # #%"# 25#5 & &1 $' #%$5(%# POSTER 21 .,
&)2 &1$ # &" 5 & $2 :* 7&%"> $ "!' 15) > #*- %&! 8& SELF-EXPRESSION IN INDIVIDUALISTIC AND &?" !&' #% &)"# $! % 10 8& 2$5!' (! 2 "!# $ &)"# $! COLLECTIVISTIC CULTURES: THE CULTURAL INFLUENCE 7&&! 57 ")& $2 #%& & &" 5 & 0 *&# 8& 2$5!' 8&": ON SELF-EXPRESSION ON SOCIAL NETWORKS $ &)"# $! 7&&! && !()* &)"#&' #& - % )"##& 2 !' !( !' "#& #%"# 15) > #* "!' 1& 2 :* 7&%"> $ "* !$# 7& 6 6 " &)"#&' " 1 &> $5 )* 5((& #&'-
A &> $5 & &" % %" '& $! # "#&' #%"# &)2 $! &1# $2 1&$1)& POSTER 25 2 $ "! !' > '5") # 5)#5 & &2)& # $ & "7$5# #%& 1& $!") %" " #& # 0 8% )& &)2 $! &1# $2 1&$1)& 2 $ " $))& # > # A PSYCHOPHYSIOLOGICAL EXAMINATION OF THE SEX 5)#5 & &2)& # $ & "7$5# #%& $ ") '&!# # & 6" P DIFFERENCE IN JEALOUSY %$&!& "! ..Q- % #5'* !>& # ("#&' 8%&#%& #% 5)#5 ") ' 22& &! & 8$5)' !2)5&! & 1&$1)&R &)2&?1 & $! $! $ ") 6 0 @ A - 0 @ - !$ : ! " )" 8"*- $8&>& 0 #%& #5'* 2$5!' !$ 0 6 0 6 0 (! 2 "!# ' 22& &! & $2 &)2&?1 & $! 7&&! 1" # 1"!# 2 $ 0 0 0 !' > '5") # "!' $))& # > # 5)#5 & - @ B POSTER 22 %& 15 1$ & $2 #% #5'* 8" #$ !>& # ("#& #%& &? ' 22& &! & ! PREDICTORS OF COLLECTIVE ACTION IN THE OCCUPY H&")$5 * "# !( &?5") !2 '&) #* > & $# $!") !2 '&) #* WALL STREET MOVEMENT &!" $ 5 !( " $ 7 !"# $! $2 &)2 &1$ # "!' #%& #" #)& &*&7) !: & 1$! &- A" # 1"!# "( !&' H&")$5 * "!' $!# $) - ; 0 - 6 1# "!' 8& & #" #)&' $! %")2 #%& # ") - & 5)# !' "#&' #%"# ")& %$8&' #%& &?1& #&' ( &"#& H&")$5 * "# !( #$ &?5") % #5'* &?" !&' #%& >" "7)& #%"# 1 &' # $))& # >& " # $! !2 '&) #* $ 1" &' #$ & $# $!") !2 '&) #* 75# 2& ")& ' ' !$# &22 " *0 '&!# 2 "# $!0 "!(& 0 "!' $ ") $!> # $! ! #%& %$8 "!* ' 22& &! &- #" #)& & 1$! & 1 $> '&' $!>& (&!# $!#&?# $2 #%& 51* ")) # &&# $>& &!#- 51 & &> '&! & 2$ #% 1"##& !- "!' !$!$ 51* !( 511$ #& $ 1)&#&' " C5& # $!!" & "# #%& 6"!%"##"! &! " 1 &!#- !")* & !' "#&' #%"# $ 51 & POSTER 26 &?1 & &' ( &"#& &22 " * #%"! 511$ #& - !)* &22 " * 1 &' #&' 511$ #& R 8 )) !(!& #$ H$ ! 0 "!' $ 51 & R WHAT DRIVES PEOPLE TO MOSH? EXPLORING FAN 8 )) !(!& #$ ! 5 $'& "#& $ # - 22 " *0 '&!# 2 "# $!0 "!' BEHAVIORS AT ROCK & METAL CONCERTS. ( &"#& $ ") $!> # $! 1 &' #&' $ 51 & R 8 )) !(!& #$ ! 5 &?# & & $ # - A A6 0 A6 POSTER 23 A * %$)$( # " & !#& & #&' ! 7&%"> $ 8% % "11&" EFFECTS OF OPINION AGREEMENT ON PERCEIVED "7!$ ")0 75# 8 #% ! " 1& 2 $ 5! #* ":& &! &- % SOURCE EXPERTISE #5'* "11) & & &" % $! "#%)&#& "!' 1$ # 2"! #$ 8%* 1&$1)& $ % "# $! & # - 5 >&* &" 5 &' 2 >& >" "7)& %*1$#%& D&' 0 6 6 #$ !2)5&! & $ % !( 1" # 1"# $!- (! 2 "!# $ &)"# $! 8& & A 2$5!' 7&&! $ % !( 1" # 1"# $! "!' &" 5 & $2 "(( & $!0 $ 5! #* 1" # 1"# $!0 # & &) &2 "!' &!H$* &!#- %& 5 &!# &?1& &!# #& #&' 8%&#%& " $5 &R "( && &!# 65)# 1)& &( & $! $'&) ! )5' !( #%& & >" "7)& (! 2 "!#)* 8 #% " 1& $!R > &8 $! $!# $>& ") #$1 %" "! &22& # $! #%& 1 &' #&' $ % !( 7&%"> $ "'H5 #&' E M +QT #$ .ET0 1 R 1& $!R 1) # 1& &1# $! $2 #%& $5 &R &?1& # &- %& "#& -,+- 8 #% 8% % ' 22& &!# $5 & "( && $ ' "( && 8 #% #%& 1" # 1"!# 8" "! 15)"#&' #$ && 2 # 1 $'5 &' 7 " & "7$5# POSTER 27 $5 & &?1& # &- # 8" 2$5!' #%"# 1&$1)& 1& & >&' #%& $5 & #%"# "( &&' 8 #% #%& " $ & $2 "! &?1& # #%"! #%& $5 & #%"# RELATIONSHIP EXPERIENCES AMONG LESBIAN WOMEN ' "( &&'- AND GAY MEN: THE ROLE OF GENDER IDENTITY
POSTER 24 0 6- 0 6 RELATIONSHIPS BETWEEN ITEMS ON SELF-REPORT 60 - 6; 0 A 0 MEASURES OF RISKY BEHAVIOR AND IMPULSIVITY ; @- 6
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
& &" % !&&'&' #$ 7&##& 5!'& #"!' !' > '5") 2" #$ "!' MOTIVATION, AND SOCIAL SUPPORT 1$ # >& &)"# $! % 1 $5# $ & " $!( " & &? $51)& - A0 6 AA POSTER 28
HANG UP AND LEARN! NORMATIVE AND DEVIANT USE OF % #5'* !>& # ("#&' #%& &)"# $! % 1 7&&! ' 1$ # $!") CELL PHONES IN EDUCATIONAL SETTINGS $1# 0 $ ") 511$ # 65)# ' &! $!") ")& $2 A& & >&' $ ") 511$ #0 $# >"# $! O 0 $1 !(0 "!' 6 0 - # & ., ! $))&(& #5'&!# - (%& $ & ; $ &)"#&' 8 #% ( &"#& ' >& "!' &8" ' &&: !(0 1 &' #&' $ & 2" )* 511$ #0 $ & 1 $7)& 2$ 5 &' $1 !(0 )& ">$ '"! & &%"> $ $! & 1& & >&' " '&> "!# "!' 5!" &1#"7)& " & !$8 $1 !(0 "!' $ &)"#&' 8 #% )& # & - (%& ' >& "!' &8" ' # "! 2$ !( !#$ " &1#"7)& "!' !$ "# >& $!'5 #- & 8& & $# >"# $! $ &)"#&' 8 #% )$8& # & - %& 5 & $2 ">$ '"! & 1& 2 "))* !#& & #&' ! &?" ! !( 1" # 5)" #5"# $! ! 8% % $1 !( 8" " $ "#&' 8 #% ( &"#& # & - &)) 1%$!& 5 "(& 1& & >&' " " '&> "!# 7&%"> $ 0 1" # 5)" )* ! 1 $2& $!") "!' %$)" )* &## !( - ?1& &! & 8 #% POSTER 32 #& %!$)$(* "!' #%& '&( && $2 5 & 1 &' #&' #$ !2)5&! & $!&R "## #5'& #$8" ' &)) 1%$!& 5 "(&- 5 5 &!# #5'* &?1)$ &' SLEEP ENHANCES MEMORY FOR TEMPORALLY DISTANT #%& '&( && #$ 8% % 1& $!") 5 & %" "! 1" # $! #%& SEMANTIC ASSOCIATES 1" # 1"!#R 1& &1# $! "!' "## #5'& - 5 & 5)# &>&")&' " >" &#* $2 &)"# $! % 1 7&&! !' > '5") %" " #& # "!' @- 6 0 @ 0 "## #5'& #$8" ' &)) 1%$!& 5 "(& 7$#% !$ "# >& "!' '&> "!#- - 6 - 6 % 1 &) !" * '"#" "* 7& 5 &25) ! !2$ !( 25#5 & & &" % 6 ! #%& " &" $2 !$ > $)"# $! &)"#&' #$ #%& "11 $1 "#& 5 & $2 #& %!$)$(*- & "!# "))* &)"#&' 8$ ' 1" " & #%$5(%# #$ 7& & & 7& &' 7&##& 2 #%& !#& >") 7&&! #5'* "!' #& # ! )5'& " 1& $' $2 POSTER 29 )&&1- ! #%& 5 &!# #5'* 8& 1 & &!#&' 1" $2 & "!# "))* &)"#&' 1 #5 & ! 8% % #%& 1 & &!#"# $! $2 #%& #8$ & 7& $2 THE STEREOTYPE UMBRELLA &" % 1" 8" &1" "#&' 7* 2$5 %$5 - A& 2$ "! & ! " & $(! # $! #& # 8" 7&##& E, %$5 )"#& "! !#& >") #%"# - ; 0 @ - ! )5'&' )&&1 #%"! ! !& %$5 )"#& "! !#& >") #%"# ' ' !$# ! )5'& )&&1-
#&&)& P $! $! ..+ $ !&' #%& #& O#& &$#*1& % &"#P POSTER 33 8% % 1" :&' " 5)# #5'& $2 & &" % $! #& &$#*1& &22& # - $ #% 0 !5 & $5 "'' # $!") !$>&) #& %">& & & (&'- & PERSONALITY AND SOCIAL EXCHANGE AMONG $!'5 #&' "! " & &!# $2 #%& &? # !( ) #& "#5 & &&: !( #$ HIGHER-RANKING INDIVIDUALS: A BRIEF ONLINE STUDY '&!# 2* ")) "22 ) "#&' #& !$)$(*0 $! &1#5") D"# $! O'&2 ! # $! 0 " 8&)) " "!* ! $! #&! & $ $>& )"1 #%"# "* &? #- $ $! &1#5") 15 1$ & 0 8& %">& )"7&)&' #% $))& # >& 7$'* $2 6 AA & &" % #%& O#& &$#*1& 7 &))"-P 1) "# $! 2$ 25#5 & #%&$ * A "!' & &" % 8 )) 7& ' 5 &'- % $!) !& 5 >&* &?" !&' #%& &)"# $! % 1 7&&! POSTER 30 1" # 1"!# 8 #% % (% "!' )$8 !' & $2 "!# $ ") 1& $!") #* %" " #& # "!' #%& 5!'& #"!' !( $2 O2" !& P ! $ ") REJECTING CREATIVITY: WHY UNCERTAINTY HINDERS &? %"!(&- A" # 1"!# $ 1)&#&' #%& 57#*1& $2 !# $ ") NOVEL THINKING &%"> $ K5& # $!!" & 2$))$8&' 7* 7$#% #%& )$( "!' $ ") &" $! !( 2$ $2 #%& " $! &)& # $! " :- !#& & # !()*0 8& 6 - 0 @ 6- ;6 0 @ 6- 2$5!' !& #%& % (% !$ )$8 $ & $! #%& --- - #$ * &)' )$8 ; 0 A - A6 0 $ & $! & #%& 2$ $2 #%& " $! &)& # $! " :0 !' "# !( !$
6 '&2 # ! $ ") &" $! !(- March 15 Saturday,
& &" % 5((& # #%"# 1&$1)& &H& # &"# >& '&" '5& #$ POSTER 34 2&&) !( $2 5! & #" !#*- & &?1& #&'0 75# ' ' !$# 2 !'0 #%"# 1 !( 2$ )$8 #$)& "! & 2$ 5! & #" !#* 8$5)' )&"' #$ )& THE PSYCHOLOGICAL EFFECTS ASSOCIATED WITH 2&&) !( $2 5! & #" !#* 8%&! 1$ # >& !2$ "# $! 8" ! )5'&' ! POSSESSING A VASCULAR ANOMALY " '& 1# $! "7$5# " &"# >& '&"- % )& "'' !( 1$ # >& !2$ "# $! )&' #$ ( &"#& 2&&) !( $2 &"# > #* "!' 1 " # ") #*0 # 6 0 - B ' ' !$# "22& # 5! & #" !#* $ !$>&)#*- 1) # "## #5'& #$8" ' &"# > #* 8" !$# "22& #&' 7* #%& 1 !(- %& 15 1$ & $2 #% & &" % #$ '&!# 2* #%& 1 * %$)$( ") POSTER 31 2" #$ " $ "#&' 8 #% 1%* ") ")2$ "# $! - A" # 1"!# 8 #% " 1& 2 >" 5)" ")2$ "# $! "!' " $!# $) 1$15)"# $! 8 #%$5# THE KEYS TO STRESS MANAGEMENT: OPTIMISM, 1%* ") ")2$ "# $! $ 1)&#&' &" 5 & $2 '&1 & $!0 .E
&)2& #&& 0 "!' !" - A" # 1"!# 8 #% " ")2$ "# $! ATTENUATING THE ATTENTIONAL BLINK ") $ $ 1)&#&' " 1& $!") &?1& &! & !>&!#$ * &)"#&' #$ #%& $!' # $!- & 5)# !' "#& #%"# !' > '5") 8 #% 1%* ") 6 0 ")2$ "# $! %">& )$8& &)2& #&& "!' % (%& '&1 & $!- 0 A % $! #&!# 8 #% #%& '& 1# $! $2 #%& 1& $!") &?1& &! & 8 #% #%& $!' # $!- %&! 1" # 1"!# " & " :&' #$ '&#& # #8$ #" (&# P E ! " POSTER 35 # &" $2 "1 ')* 1 & &!#&' > 5") # 5) 0 E " 5 " * '& &" & 8%&! # $ 5 7&&! E,,+,, "2#& 0 " 1%&!$ &!$! PSYCHOMETRIC COMPARISON OF SIMPLE ARITHMETIC :!$8! " #%& "##&!# $!") 7) !:- %& 5 &!# &?1& &!# " #$ VERSUS MATH CONCEPTS TESTS FOR COLLEGE "##&!5"#& #%& 7* "'' !( " $! 5 &!# 1"# ") #" :0 #$ $7 & >& STUDENTS 8%&#%& &) !"# !( #%& 7) !: ":& # $ & ' 22 5)# #$ 1& & >& $ '& 0 " 1 &' #&' 7* *7)& $8 "! &58&! #& ! E,,.- 6 AA 0 6 ;- AA0 6- & 5)# !' "#& # &!' ! #%& 1 &' #&' ' & # $!- 0 6 A- 0 6 - ; 0 @ 6- 66 0 POSTER 39 6 RACE AND CRIMINAL HISTORY ON THE LIKELIHOOD OF % #5'* $ 1" &' 1 * %$ &# 1 $1& # & $2 " ) (%#)* JOB HIRING 1&&'&' #& # $2 &)"# >&)* 1)& " #% &# 1 $ & & "!' " #& # $2 % (%& )&>&) "#% $! &1# - A" # 1"!# 8& & "!'$ )* ; 6 A ' > '&' !#$ #%$ & #": !( &" % #*1& $2 #& # ! " L, !5#& 1& $'0 8 #% #%& " #% &# #& # $!#" ! !( +, #& "!' #%& $! &1# #& # L, #& - & # 8& & $ 1" &' ! #& $2 #%& ")1%" !'& ( "'5"#& 8& & " (!&' #$ &"' $!& $2 #%& ? &!" $ - &) "7 ) # & 0 #& #& # 7 & ") $ &)"# $! 0 #& ' 22 5)# & 0 #& %& &!" $ >" &' 7* " E " &N 2 "! & "!0 "5 " "! $ 1)&# $! "#& 0 "!' $ &)"# $! 8 #% 6"#%- ? L !") 7" :( $5!'N !$ !") 7" :( $5!'0 '& &"!$ 0 2&)$!*- %& ) :&) %$$' $2 % !( "# !( & >&' " #%& '&1&!'&!# POSTER 36 >" "7)&- %& & 5)# !' "#&' #%"# $!)* #%& #*1& $2 & $ ##&' %"' "! 1" # $! #%& 1" # 1"!# R ) :&) %$$' $! % !( LURKING ON FACEBOOK AND THE EFFECTS ON THE SELF #%& H$7 "11) "!#-
6; B K 0 POSTER 40 EFFECTS OF SEXUALITY, AMBITION, AND SEXISM ON %& 5 &!# #5'* &?" !&' )5 : !( $! " &7$$: "!' # &22& # PROFESSIONAL AND SOCIAL ATTITUDES $! " >" &#* $2 &)2 $! # 5 # - A" # 1"!# 8& & "!'$ )* " (!&' #$ "! %$5 )$!( )5 : !( & $! $ $!# $) $!' # $! "!' - 6A 0 ; - ; #%&! $ 1)&#&' " !5 7& $2 &)2 &1$ # &" 5 & - ! (&!& ")0 ##& # "!' $'& "# $! "!")* & %$8&' (! 2 "!# &22& # 7&&! "## #5'& "!' 5 & $2 " &7$$: "!' )5 : !( $! %& #5'* &?" !&' %$8 &?5") #D"# $!0 " 7 # $!0 "!' %$ # )& &)2 $! # 5 # - !' > '5") 8 #% % (%& !#&( "# $! $2 " &7$$: "!' 7&!&>$)&!# &? !2)5&! & %$8 !' > '5") > &8 8$ &! !#$ $ ") ) 2& &1$ #&' ! &" &' $ & $2 &)2 $! # 5 # 1 $2& $!"))* "!' $ "))*- A" # 1"!# $ 1)&#&' #%& 2$))$8 !( #%& )5 : !( & $!- 7 >")&!# &? !>&!#$ *0 > &8&' " 2& ")& #" (&# 8&" !( " &?5") D&' $ " $'& # $5#2 # 8 #% "! " 7 # $5 $ 5!" 7 # $5 POSTER 37 7 $( "1%*0 "!' "#&' %& 8$ :1)" & "!' $ ") ) :"7 ) #*0 "11&" "! &0 "!' (&!'& #*1&' " && "1"7 ) #*- $ # )& "!' STRESS AND SOCIAL SUPPORT DURING THE FIRST YEAR 7&!&>$)&!# &? # "#&' #%& &?5") D&' #" (&# )& 2">$ "7)* " " OF COLLEGE $8$ :& "!' " "! & 1)$*& #%"! #%& !$! &?5") D&' #" (&#-
A0 0 ; POSTER 41 6 THE EFFECT OF SOCIAL SKILL TRAINING ON CHILDREN 5 >&* "!")* &>")5"#&' # & 0 $ 1" "# >& '&1#% $2 % (% WITH AN AUTISM SPECTRUM DISORDER %$$) "!' $))&(& 2 &!' % 1 0 !'&1&!'&! & $ & 0 1 & &! & $2 " &!#$ "!' 1" # 1"# $! ! "22 ! #* ( $51 " $!( 2& ")&0 A 6 6 2 & % &! 5!'& ( "'5"#& M E,,- & 5)# 5((& #&' #%"# '&1#% $2 % (% %$$) 2 &!' % 1 0 2 &C5&!# %$ & $!#" #0 "7 &! & % & &" % &> &8 #%& &22& # >&!& $2 1 $( " 2$ % )' &! $2 " $))&(& &!#$ "!'O$ "22 ! #* ( $51 8& & 1 &' # >& $2 ' "(!$ &' 8 #% "5# - 5 &!#)* #% && # &"# &!# "!' %& (%#&!&' # & G0.L M G-LEQ0 1 M -,,E- # & '& >&' !#& >&!# $! ! )5'&N 1)"* #%& "1*0 $ ") & &"# $! ( $51 0 "!' 2 $ $ ") !$ : % 2# 8" &" &' 7* $))&(& &!#$ "!' $!&$!$!& ! # 5 # $!- $ " #5'* #$ 7& ! )5'&' ! * ) #& "#5 & $))&(& "22 ! #* ( $51 - &> &8 #%& #5'* !&&'&' #$ &?" !& "! !' > '5") $ ( $51 $2 1&$1)& '&!# 2 &' 8 #% "5# - & &" % 5((& # #%"# #%$ & POSTER 38 % )' &! 8%$ & & >&' $!& $ $ & # &"# &!# 8 )) %">& 51& $ $ ") : )) $>& #%$ & 8%$ ' ' !$# & & >& "!* # &"# &!# - .L
5 1 &2& &! & 0 "!' ' 5( 5 &- A" # & &" % %$8 #%& & " & POSTER 42 &)"# $! % 1 7&&! 1" &!# !( #*)& "!' ' 5( 5 "(& "!' 5 1 &2& &! & - 2#* &>&! 1" # 1"!# $ 1)&#&' &)2 &1$ # CONTEXTS OF COMEDY: HOW SITUATIONS AFFECT THE &" 5 & $2 1" &!# !( #*)&0 5 1 &2& &! &0 "!' "## #5'& ATTITUDINAL IMPACT OF RACIAL COMEDY #$8" ' ' 5( 5 &- & 5)# %$8&' $ & $! 2"#%& R "5#%$ #" "! 1" &!# !( #*)& !&("# >&)* $ &)"#&' 8 #% ) #&! !( #$ %" #7" &' A 0 @ 0 6- 1$1 5 "!' #%"# 1 &2& &! & 2$ "1O% 1%$1 "!' &(("& 5 0 6 6 0 6 (&! & 1$ # >&)* $ &)"#&' 8 #% " H5"!" 5 "(&- POSTER 46 %& 5 &!# #5'* &?" !&' #%& $!#&?#5") &22& # $2 $ &'* $! " ") 7 " - " ") $ &'* ) 1 8& & > &8&' 7* 1" # 1"!# NEIGHBORHOOD SPEECH 7&2$ & $ 1)&# !( #%& 1) # $ "# $! " : - $!# " * #$ 1$15)" &?1& #"# $! 0 2 !' !( 5((& # #%"# 8%&! %5 $ 6 6; 6 ; & 1)$*&' ! " " & ! $! #&!# $!#&?# &-(- #%& H$:& #" (&# " ' 22& &!# " & #%"! #%& $ &' "! $ &?1& &!#& )&>&) $2 % #5'* &?" !&' #%& &22& # $2 $!#&?# $! #%& 1 $'5 # $! $2 1) # 7 " " & )$8& 0 #%"! 8%&! 1&$1)& " & &?1$ &' #$ " " " #$ '&#& !& #%& " $ "#&' 1 $ $' 5& - %& " & $! #&!# $!#&?#- !'&1&!'&!# >" "7)& 8& & " #%& : !' $2 $!#&?# #%"# 8" ( >&!0 "!' 7 #%& $ '& !( $2 #%& !2$ "# $!- %& '&1&!'&!# POSTER 43 >" "7)& 8& & " #%& 1 $ $' 5& 7 #%& ) #&!& "# !( "!' #%& 1&":& "# !( - & $! )5'&' #%"# 1& &1# $! $2 " " A LONGITUDINAL STUDY OF MOTIVATION TO MOVE AND '&1&!'&!# $! " $ 7 !"# $! $2 2" #$ 5!'& #%& "#&($ D"# $! MOTOR DEVELOPMENT IN INFANCY. $2 $!#&?#5") "!' 1 $ $' 2&"#5 & -
A 0 ; POSTER 47 0 - THE INFLUENCE OF MINIMAL GROUP MEMBERSHIP ON CHILDREN’S IDEAS OF EQUALITY 5 & &" % 8 )) '$ 5 &!# #%& &)"# $! % 1 7&&! $# >"# $! #$ $>& "!' !2"!# $#$ '&>&)$1 &!#- %& & 5)# %$8 @ 0 @ 0 $# >"# $! #$ $>& $ #)* #"7)&0 ")#%$5(%0 !' > '5") ' 22& &! & ! )&>&) $2 $# >"# $! #$ $>& 8& & 1 & &!#- %& )$8& !2"!# R $# >"# $! 8" 0 #%& )$8& #%& 1& #&! &- %& & A &> $5 & &" % 5((& # ( $51 & 7& % 1 "22& # % )' &! 2 !' !( %">& 1$ #"!# ) ! ") 1) "# $! 2$ 5!'& #"!' !( $ ") 1 &2& &! & - $ ! ") ( $51 ") $ !2)5&! & % )' &!R #%"# !#& >&!# $! 2$ % )' &! 8 #% $#$ '&)"* $ 1" &!# "* '&" $2 &C5") #* 8%&! ' # 75# !( & $5 & I $5 #$ !&&' #$ 7& #" )$ &' " $ ' !( #$ !' > '5") ' 22& &! & 0 5 % " #&!*&" $)' 8& & " (!&' #$ " 7)5& $ &' ( $51 "!' "8 " $# >"# $! #$ $>&- 1%$#$ $2 7$#% "! !( $51 "!' "! $5#( $51 & 7& - % )' &! #%&! "8 #8$ 1" $2 1)"#& $!#" ! !( >" $5 ' # 75# $! $2 "!'* POSTER 44 "!' '& '&' 8% % 1)"#& #$ ( >& #%& - & 5)# 5((& # % )' &! 1 " )* %$$ & &C5") ' # 75# $! 0 75# 1 &2& !( $51 & 7& THE EFFECT OF INDUCING NEGATIVE EVALUATION $>& "))- ANXIETY ON EATING AND ITS RELATIONSHIP WITH SLEEP QUALITY. POSTER 48
6 ; EMOTIONAL AND HEMISPHERIC DIFFERENCES IN ATTENTION %& 5 &!# #5'* 8" '& (!&' #$ &?" !& 2 1&$1)& 8%$ &1$ # 1$$ )&&1 C5") #* 8$5)' 7& 1$ # >&)* $ &)"#&' 8 #% ")$ & @ 0 0 ; @ $! 5 &' 5!'& $!' # $! $2 &>")5"# $! "!? &#*- A" # 1"!# 6 8& & QF $))&(& #5'&!# - 2#& $ 1)&# !( &)2 &1$ # &" 5 &
$2 )&&1 C5") #*0 &>")5"# $! "!? &#* 8" !'5 &' "!' #%&! %& 1%& "##&!# $!") 7) !: 1 $ &'5 & 1 & &!#&' March 15 Saturday, 1" # 1"!# 8& & )&2# ")$!& 8 #% % 1 "!' $$: & N ")$ & 1$ # >& "!' !&("# >& #"7$$ "!' !&5# ") 8$ ' #$ #& # 2$ $! 5 &' 8& & & $ '&'- & 5)# %$8&' #%$ & 8%$ &1$ #&' )"#& ") D"# $! $2 #%& & $# $!") "##&!5"# $! $2 #%& - A &) !" * 1$$ 57H& # >& )&&1 C5") #* ") $ "#& $ & '5 !( #%& #5'* 8%&! "!")* * &)'&' " " ( !"))* (! 2 "!# " ! &22& # $2 & $# $!0 ( >&! #%& $11$ #5! #*- ' >&! 7* 1$$ & '&!# 2 "# $! $2 1$ # >& &)"# >& #$ !&5# ") 8$ ' 0 75# !$ &22& # $2 %& 1%& &- %& &22& # $2 & $# $! "* POSTER 45 & 5)# 2 $ " $ 7 !"# $! $2 ) !(5 # 1 $1& # & $2 #"7$$ 8$ ' &-(-0 2 &C5&! *0 $22&! >&!& "!' '& "!' %" " #& # AUTHORITARIAN PARENTING STYLE AS A CORRELATE OF " $ "#&' 8 #% &1$ # !( #%& '&!# 2 "# $!- MUSIC PREFERENCES AND ILLICIT DRUG USE POSTER 49 6 REALABILITIES PILOT STUDY: TESTING THE EFFICACY OF % #5'* &?" !&' #%& &)"# $! % 1 " $!( 1" &!# !( #*)& 0 GRAPHIC NOVELS TO PREVENT BULLYING .G
POSTER 53 0 - 0 0 66 6 AN EXPLORATION OF SOCIAL MEDIA AS A DISTRIBUTOR FOR STI PREVENTION PROGRAMS & &" %& "' ! #& &' $' 2 &' 1 & "!' 1$ ##& # >& $! $2 #%& %" &' # > # & K5& # $!!" & K "!' #%& 'H& # >& @ 0 6K 6 0 %& :) # #$ #& # #%& %"!(& ! 7&%"> $ ") !#&!# $! "!' 6 6 $(! # >& "## #5'& $2 2 2#&&! #*1 ") % )' &! "2#& #%&* &"' #%& 2 # &")"7 ) # & ( "1% !$>&)- &")"7 ) # & 2&"#5 & 2 >& 5 >&* 8" "' ! #& &' #$ .E 5! >& #* #5'&!# #$ $7#" ! #5'&!# 8 #% ' "7 ) # & 8%$ %" !& #%& 1& ") "7 ) # & #$ !2$ "# $! "7$5# 1 &2& &' #*1& $2 $ ") &' " 5 "(&0 1 $#& # #%& %$$) 2 $ 75)) & - %& '"#" &>&")&' (! 2 "!# :!$8)&'(&0 7&%"> $ "!' "## #5'& - % )& #%& "H$ #* $2 1$ # >& %"!(& ! 7&%"> $ ") !#&!# $! 0 $(! # >& "## #5'& "!' & 1$!'&!# &1$ #&' 2 &C5&!# 5 & $2 $ ") &' "0 "! #$1 75))* !( $!#&!# $! 2$))$8 !( #%& 1 $( " !(- 5!'& #"!' !( $2 > ") # "! $!0 "!' &(5)" $!'$ 5 &0 $!)* %")2 &1$ #&' &>& %"> !( 7&&! #& #&' 2$ " &?5"))* POSTER 50 # "! ##&' !2& # $!- %& '"#" "* 7& 5 &' #$ '& (! " 1 " * 1 &>&!# $! 1 $( " 5 !( $ ") &' " #$ 1 $ $#& THE IMPACT OF HURRICANE SANDY ON ENVIRONMENTAL #& # !(- SUSTAINABILITY POSTER 54 0 0 6 6 FACE PERCEPTIONS
## #5'& &(" ' !( #%& &!> $! &!# "!' 5 #" !"7)& 7&%"> $ A 7&2$ & "!' "2#& 5 "!& "!'* 8& & &>")5"#&' ! ++L 0 6 A 5!'& ( "'5"#& ! &8 $ : #* $>& " $!&*&" 1& $' E. 0 6 A 1 &%5 "!& "!' LLG 1$ #%5 "!&- (! 2 "!# '& &" & ! 5 #" !"7)& 7&%"> $ "!' &1$ #&' 1$ #"! & $2 &!> $! &!#") 5& 8" 2$5!' "2#& #%& %5 "!&- &" !&' %&)1)& !& "* && )$!( 7 # " # &?1)" ! #%& &'5 # $! - & 1$! & #$ ) "#& %"!(& &)"#&' !"#5 ") ' " #& "* % !'& &!> $! &!#") 1 $#& # $!- POSTER 55
POSTER 51 FACTORS IMPACTING PEER AND ROMANTIC RELATIONSHIP QUALITY EVIDENCE OF PLURALISTIC IGNORANCE IN THE ESTIMATES OF MEN’S MUSCULARITY NORMS B A 0 0 @ A 0 6 ;;0 6 BB 0 66 % #5'* &?" !&' $))&(& #5'&!# R $1 !( #*)& "!' '&!# #* % & &" % &?1)$ &' #%& 1 &>")&! & $2 1)5 ") # (!$ "! & 2$ #"(& 8 #% &(" ' #$ 1" &!#") $ 5! "# $!0 # 5 #0 "!' & # "#& $2 5 5)" #* !$ ! &!- & 5)# %$8&' #%"# ") &!"# $!- #5'* & 5)# &>&")&' #%"# 2& ")& ! '&!# #* 1)5 ") # (!$ "! & &? # 2$ &! ! #%"# #%&* 1& & >& &! $ "#$ 5 "!' '&!# #* " % &>& &!# "* %">& 1 $7)& " 1 &2& !( " $ & 5 5)" 1%* C5& #%&! #%"# " #5"))* 1 &2& - $ 5! "# !( 8 #% #%& 2"#%& R- %& $1 !( &#%$' #%& & ! "'' # $!0 & 5)# %$8&' #%"# &!R $8! 5 5)" #* '&") " & 2& ")& 1 &2& &' 8" 57 #"! & "75 &- 5 #%& & &" % &)"#&' #$ #%& 1& &1# $! $2 #%& !$ - 1) "# $! " & %$5)' 5 & 1" &!# !( #*)& " " 1 &' #$ >" "7)&- ' 5 &'- POSTER 56 POSTER 52 THE RELATIONSHIPS BETWEEN PERSONALITY, SOCIAL BULLYING: CHARACTERISTICS, EFFECTS, AND MEDIA USE, AND CELEBRITY WORSHIP INFLUENCES ;6; J 6 &5 $# "!' &?# ">& $! " & 1& $!") #* # " # #%"# " & % #5'* '&!# 2 &' #%& %" " #& # $2 75)) & " " 1 & 5 $ &)"#&' #$ #%& 2$ "! !' > '5")R &)&7 #* 8$ % 1 8 )) #":&0 " #$ # &"# &!# !#& >&!# $!- %& 2" #$ 8% % !2)5&! & 75))* !( " & 8&)) " #%& 8"* ! 8% % %& $ %& 5 & $ ") &' " #$ &?1)$ &'- #5' & &?" !&' % )'%$$' 75))* !( "!' 2" #$ $ 5! "#&- EE. 5!'& ( "'5"#& #5'&!# 2 $ " !# ! &!# " $ "#&' 8 #% #- ! #5' & &> &8&'0 %$$)"(& % )' &! 8& & $))&(& $ 1)&#&' #%& &)&7 #* ## #5'& ")&0 #%& $ ") 5 >&*&' "7$5# >" $5 75))* !( 2" #$ - !2)5&! & ) :& !&("# >& 6&' " & !#&( "# $! ")&0 "!' #%& >& " #$ 2" )* 25! # $! !( "!' " )" : $2 1& & >&' $! &C5&! & %$8&' !>&!#$ *L- (! 2 "!# " ! &22& # $2 !&5 $# "!' "! 1" # $! #%& '&>&)$1 &!# $2 75))* !( 7&%"> $ - '&!# 2* !( &!#& #" ! &!# $ ") &)&7 #* 8$ % 1 $! & $# $!") $!!& # $! #%& & !2)5&! & "))$8 " 7&##& 5!'& #"!' !( $2 75))* !( "!' 8& & 2$5!'- %$8 "'5)# "! &!' #- POSTER 57 .+
$2 5 5)" #* !$ 0 ")$ & )$"' !(0 511)& &!# "75 &0 "!' "SELFIES" AND OTHER POSTS ON SOCIAL MEDIA: THE #& $ ' 5 &- & 5)# !' "#&' #%"# &! 1& & >& #%& IMPLICATIONS FOR INTIMATE RELATIONSHIPS 5 5)" #* !$ $! " 15 0 !" 5 "#&)* 1& & > !( $))&(& &! " 1 &2& !( " $ & 5 5)" D& #%"! #%&* " #5"))* B 6 0 0 60 &1$ #&'0 "!' ") $ &!("( !( ! $ & ")$ & )$"' !(0 "!' 6; B ; 0 ; 0 B; 511)& &!# "!' #& $ ' 5 & #%"! 8" &1$ #&'- 1) "# $! 2$ !#& >&!# $! " & ' 5 &'-
!>& # ("# $! $2 $!) !& 7&%"> $ "!' $ "!# &)"# $! % 1 %">& POSTER 61 &!#& &' $! 2" &7$$: #D P &5:&7$$ E,- $ & #5' & %$8 #%"# 2" &7$$: 5 & 1 &' # ' "# 2" # $! "!' &)"# $! % 1 GENDER DIFFERENCES ON EMOTIONAL RESPONSES FOR H&")$5 * )1% ! #$! P $))& 0 E,N 65 &0 % #$1%&'& P COLOR AND SATURATION & " " 0 E,,.0 8% )& $#%& %">& 2$5!' 2" &7$$: 5 & " $ "#&' 8 #% $ # &!# "!' "# 2" # $! $8&0 E,,N A"110 "!&)&8 D P "*& 75 (0 E,E- $ !( 7&*$!' 2" &7$$:0 8& ; 0 6 6 7&) &>&' #%"# O &)2 &P 1$ # 1 &' #&' )& &)"# $! % 1 C5") #*0 A 8% )& )" 1" #!& 1$ # 1 &' #&' ( &"#& &)"# $! % 1 C5") #*- LE & 7& $2 $ "!# &)"# $! % 1 $ 1)&#&' &" 5 & $2 &!'& ' 22& &! & %">& 7&&! 2$5!' 7$#% ! $)$ 1 &2& &! & "!' $ ") &' " 5 &0 "# 2" # $! "!' # 5 #- & 5)# 1" # "))* #%& & $# $!") 1" # $2 $)$ )' 0 E,,QN E,N- %& 5 &!# $!2 &' %*1$#%& & - &?1& &!# "##& 1#&' #$ 25 #%& #%& & 2 !' !( 7* "'' !( #%& >" "7)& $2 "#5 "# $!- A" # 1"!# 8& & 1 & &!#&' 8 #% 1 #5 & POSTER 58 >" * !( ! $)$ #*1& "!' $)$ "#5 "# $! "!' #%&* %"' #$ !' "#& %$8 #%& 1 #5 & "'& #%& 2&&)- &!'& ' 22& &! & 8& & 2$5!' FACIAL HAIR’S EFFECTS ON TRUST, ATTRACTIVENESS $! & $# $! 2$ 7$#% "#5 "# $! "!' $)$ #*1&- 1) "# $! $2 AND COMPETENCY #%& & 2 !' !( 8 )) 7& ' 5 &'
@ - A0 6 @- POSTER 62 A 0 ; A P 6 MUSICAL EXPERIENCE AND MATHEMATICAL ABILITY
" & " & &>& *8%& &0 >" * !( ! ' 22& &!# '&( && - $ & %">& 0 6 - 6 6 " (5&' #%"# #%& 2" & O#%& $ ") # 5) 0P 8 #% " %$ # $2 7$#% A @ #"# &-(-0 !$ & 8 '#% " 8&)) " '*!" 2&"#5 & &-(-0 2" ") &?1 & $! $2 & $# $! - " & "! ") $ 7& &1" "#&' ")$!( A &> $5 #5' & %">& 2$5!' 1$ # >& &)"# $! % 1 7&&! 1 " * -&-0 2" ") # 5 #5 & "!' & $!'" * ' &! $! &-(-0 5 # " ! !( "!' "#%& "# " % &>& &!#0 $ #)* ! % )' &!- 2" ") %" - & 2$5!' #%"# 2" ") %" ' ' 1" # &" % $2 $5 %& 5 &!# #5'* &?" !&' #%& &)"# $! % 1 7&&! 5 ") &" 5 & # 5 #0 "## " # >&!& "!' $ 1&#&! *0 #%$5(% ! &?1& &! & ! )5' !(0 75# !$# ) #&' #$ # " ! !( "!' $ &8%"# ' 22& &!# 8"* - " % &>& &!# ! 5!'& ( "'5"#& - ! # ") "!")* & !' "#&' !$ ' 22& &! & ! A $ "#% $ & 7&&! #5'&!# POSTER 59 &!("(&' ! 5 ") " # > #* "!' #%$ & !$# &!("(&' 8 #% 5 - 6$ & 2 !&( " !&' "!")* & )$$: !( "# 1& 2 " &" $2 5 ") VIEWING JUDGMENTS # " ! !( 8 )) 7& 1 & &!#&'-
POSTER 63 @ - A0 A 0 6 @- A CYBERSICKNESS AND SMALL DEVICES
! )5 $! 1& "# >& #$ %5 "! 5 > >")0 &? )5 $! 2 $ " ( $51 B; - B0 ; - A "! %">& &22& # $! 1&$1)&0 # "* "5 & #%& #$ %5# '$8! "!' 0 J BK B0 7& )& 8 )) !( #$ 1" # 1"#&- & 1 &' #&' #%"# 1" # 1"!# ! #%& A 0 ;
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BIRTH ORDER, GENDER, RACE, AND ACHIEVEMENT AWARENESS OF AUTISM AND PERCEPTIONS OF THE MOTIVATION DISORDER
6 ;0 ;0 AA 6 J ; B0 6 @ @ 6 @ B6
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POSTER 65 POSTER 69
AGE AND SEX DIFFERENCES IN RATINGS OF LIFESTYLE THE EFFECT OF FLUORESCENT LIGHT INTENSITY ON EFFECTS ON MENTAL AND PHYSICAL HEALTH ACADEMIC PERFORMANCE
A ;0 6 6 0 ; 0 6 B 6
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POSTER 66 POSTER 70
THE EFFECTS OF MINDFULNESS OF COMMERCIALS ON STRESS LEVELS, GPA, AND PHYSICAL ACTIVITY OF THE CONSUMERS IN DECISION MAKING COLLEGE STUDENT
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
THE INFLUENCE OF GUILT AND PRIDE ON PROSOCIAL POSTER 71 BEHAVIOR. FROM INCOMPATIBLE NUMERICAL REPRESENTATIONS: A ; 6 WHEN AND HOW INFANTS DISCRIMINATE SMALL AND LARGE SETS % #5'* " & &' #%& !2)5&! & $2 (5 )# "!' 1 '& & "(& $! #%& 1 $ $ ") 7&%"> $ $2 &'5 &' 2$$' 8" #& $! " $))&(& B 0 A 0 " 15 - # 8" 1 &' #&' #%"# (5 )# "!' 1 '& & "(& 8$5)' &'5 & #%& 2$$' 8" #& 1 $'5 &' 7* #%& " 1)& 1$15)"# $!- )#%$5(% !$ (! 2 "!# ' 22& &! & 8& & 2$5!'0 ! $ 1" !( #%& %& 1 & &!# #5'* '&!# 2 & 8%&! ! '&>&)$1 &!# !2"!# &"! $2 &" % 8&&:0 #%& & 8" )& 2$$' 8" #& 8%&! (5 )# "!' $>& $ & #%& ' !"# $! ' 22 5)#* 1$ &' 7* #%& ! $ 1"# 7 ) #* 1 '& "! 15)"# $! 8& & 1 & &!# #%"! $! #%& $!# $) 8&&: - 7&&! #8$ !5 7& &1 & &!#"# $! * #& - & 5)# !' "#& #%"# #%& "7 ) #* #$ $ 1" & !5 & &# " $ #%& ")))" (& POSTER 68 ' > '& $ 5 !"#5 "))* )"#& ! '&>&)$1 &!# L,LF $!#% 0 "2#& 8% % % )' &! 7&( ! #$ &1 & &!# ")) !5 7& " $ " !()& .Q
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A; 0 POSTER 78 6 PRO-SOCIAL BEHAVIORS IN RESPONSE TO SUPER STORM
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USING CARD-SORTING TO PRIME SOCIAL COMPARISON, POSTER 2 SELF-ESTEEM, AND AFFECT SALIVARY PH AND HEALTH STATUS AMONG ADULTS 0 - B0 A @- BREAST-FED VS. NOT BREAST-FED 0 A60 A 0 % #5'* &?" !&' #%& &22& # >&!& $2 " " ' $ # !( #" : " " 6 B @ 1 & #%"# 8$5)' ")#& 1" # 1"!# $ ") $ 1" $! 0 &)2& #&& 0 "!' "22& #- A" # 1"!# 8& & EF (&!'& "# %&' %& 1 & &!# #5'* !>& # ("#&' ") >" * 10 "' &!") )&>&)0 "!' 1" * &)' !( +E #$#") 1" # 1"!# - A" # 1"!# $ #&' #%& $ # $) )&>&)0 " 8&)) " (&!& ") %&")#% !' & 0 $2 "'5)# 8%$ & 1& # >& " ' !#$ " % (% -&- 2" & " ' 0 , 0 . 0 "!' / $ 8& & & #%& 7 &" #2&' $ !$# 7 &" #2&' " "! !2"!#- &" #2&' )$8 "#&($ * -&- )& #%"! /- 2#& #%& " ' $ # !( #" :0 !' > '5") %"' $ & " ' ") >"0 % (%& %&")#% $! $5 !& 0 1" # 1"!# $ 1)&#&' #% && " & &!# "!' " &)2"22 "# $! % (%& %&")#% #"#5 0 % (%& %&")#% 1 &>&!# $!0 "!' )$8& %&")#% #" :- & 5)# &>&")&' !$ (! 2 "!# ' 22& &! & 7&&! ( $51 '&1 & $! #%"! !$!7 &" #2&' !' > '5") - 5 % & 5)# "* 7" &' $! " ' $ # !(- !2)5&! & $#%& #$ $! '& #%& % )'R 25#5 & (&!& ") %&")#% ! "'5)#%$$' 8%&! '& ' !( #$ 7 &" #2&&' $ 5 & 2$ 5)" ):- POSTER 80 POSTER 3 REACTIONS TO JEALOUSY OVERSELECTIVE ATTENTION TO WORDS IN YOUNG @ 0 0 - B CHILDREN: EFFECTS OF SINGLE-LETTER PRETRAINING
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Poster Imperial Ballroom POSTER 4 DEVELOPMENTAL POSTERS Saturday, March 15, 2014 EFFECTIVE STRATEGIES FOR CHILDREN WITH 9:00am-10:20am EMOTIONAL DISORDERS AS PERCIEVED BY HELPING PROFESSIONALS.
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’ PERCEPTION OF AN EVENT AS ‘FUNNY’ POSTER 6 - A 0 ; - ITAP ON A TOUCHSCREEN: AGE, SEX AND @ SELF-REGULATION AFFECT TODDLERS' INTERACTION AND LEARNING !2"!# 7&( ! #$ )"5(% "# L#$G $!#% $2 "(&0 )$!( 7&2$ & #%&* 7&( ! #$ 1&":0 75# ) ##)& :!$8! "7$5# #%& '&>&)$1 &!# $2 - 0 %5 $ - % #5'* 2$5!' #%"# + F "!' Q $!#%$)' &)* $! #%& - "22& # >& 5& $2 1" &!# #$ !#& 1 &# "! "7 5 ' &>&!# " 0 %5 $ $5 0 "!' 1) "#& "! &" )* 2$ $2 $ ") &2& &! !( "* 7& "# 8$ : ! !2"!# %5 $ 1& &1# $!-
%& 5 &!# & &" % !>& # ("#& ) !: 7&&! &?0 "(& "!' POSTER 10 &)2 &(5)"# $! 8 #% % )' &!R 5 & $2 "!' )&" ! !( 2 $ #$5 % &&! "11 - 5 " ! "!")* 2$ 5 &' $! EQ % )' &! 6M AN INVESTIGATION OF POSITIVE PEER INFLUENCE AND L, $- % )' &! 8 #% )$8& &)2 &(5)"# $! #"11&' (! 2 "!#)* FRIENDSHIP QUALITY IN ADOLESCENCE $ &0 8% % $'& "#&' 7* % )'R &?- %&! G $)'& % )' &! " & "''&' "(& GF & 5)# &>&") #%"# #%$ & 8%$ #"1 )& @ @ 6 ; 0 '5 !( ! # 5 # $! ) '& )&" ! (! 2 "!#)* $ & 8$ ' ! $5 "110 A ; 8% % $'& "#&' 7* "(&- '$)& &!# MLGQ &1$ #&' $! #%& 5 &1# 7 ) #* #$ 7& !( POSTER 7 !2)5&! &' 7* 2 &!' #$ 7&%">& 1 $ $ "))*0 7& !>$)>&' ! %$$)0 ":& %&")#%* &"# !( '& $! 0 "!' $! #%& C5") #* $2 #%& ASSOCIATIONS BETWEEN RELIGIOUS 2 &!' % 1 - $5!(& "'$)& &!# 8& & $ & 5 &1# 7)& #$ SELF-IDENTIFICATION AND CIVIC IDENTITIES 1$ # >& 1&& !2)5&! &- ) &1$ #&' $ & 1 $ $ ") 1&& AMONG EMERGING ADULTS !2)5&! & #%"! 7$* - #5'&!# 8%$ & 2 &!' % 1 8& & % (%& ! 1$ # >& 2&"#5 & ") $ &1$ #&' $ & 1 $ $ ") 1&& !2)5&! &- $* &1$ #&' )& 1$ # >& 1&& !2)5&! & 2 #%& 7& # 2 &!' % 1 6- AA0 B 8" %" " #& D&' 7* !&("# >& 2&"#5 & - POSTER 11 & ( !( "'5)#%$$' " # ") 1& $' 2$ '&!# #* 2$ "# $!- & &?" !&' " $ "# $! 7&&! & & ( !( "'5)# R &) ( $5 BRIDGING THE GENERATION GAP: A PILOT PROGRAM &)2 '&!# 2 "# $! "!' #% && 2$ $2 > '&!# # & FOR REDUCING AGEISM 1& $!"))* & 1$! 7)&0 1" # 1"#$ *0 "!' H5 # &$ &!#&' # D&! % 1- A" # 1"!# M.L $ 1)&#&' " 5 >&* 8 #% #& @ 0 0 6 &)&>"!# #$ &" % '$ " !- & 5)# &>&")&' (! 2 "!# " $ "# $! 7&&! &) ( $5 &)2 '&!# 2 "# $! "!' 1& $!"))* & 1$! 7)& "!' 1" # 1"#$ * # D&! % 10 75# !$# 8&!#*& (%# $))&(& #5'&!# "!' G " #&' ) > !( & '&!# H5 # &$ &!#&' # D&! % 1- !' !( 1 $> '& ! (%# !#$ #%& 1" # 1"#&' ! "! !#& (&!& "# $!") $!#" # !#& >&!# $!0 &&# !(
!#& & # $! $2 &) ( $5 "!' > '&!# # & "!' % (%) (%# #% && # & $>& #%& $5 & $2 " & & #& - #5'&!# &1$ #&' March 15 Saturday, ' & # $! 2$ 1 $ $# !( "'"1# >& > '&>&)$1 &!#- )& "(& "!' "!? &#* "7$5# "( !( "# 1$ ##& #- A" &' " 1)& ##& # & 5)# &>&")&' " (! 2 "!# '& &" & 2$ #%& "!# )$ 5# $! POSTER 8 57 ")& $2 #%& "7 $! ")& $2 (& "7 $! 0 ")# #$!& P 5(%& 0 ..,- 5 1 $( " " $'&) 2$ 25#5 & & &" % #%"# ASSESSING WORD COMPREHENSION ACROSS WORD %$5)' $!# !5& #$ " & #%& 7&!&2 # $2 !#& (&!& "# $!") CLASS $!#" #-
0 -0 6 0 POSTER 12 A0 A PRICE OF SUCCESS: DIFFERENTIAL PREDICTORS OF COLLEGE ADJUSTMENT BASED ON FAMILY INCOME %& A &2& &!# ") $$: !( " : $ 1" & > 5") "##&!# $! #$ #" (&# "!' ' # " #& "(& 7&2$ & "!' "2#& #%& #" (&# )"7&)&'- & ,,
J 0 ; 6 6 DINNERS FOR KIDS
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FIRST IN THE FAMILY: EFFECTS OF ACADEMIC POSTER 17 MOTIVATION IN FIRST GENERATION COLLEGE STUDENTS THE EFFECT OF CHILDREN’S PHYSICAL ACTIVITY ON 6 0 ; ; 6 HEART RATE AND STRESS APPRAISAL
% #5'* &?" !& 1 &' #$ $2 $))&(& "'H5 # &!# 7" &' $! 0 6 2 # (&!& "# $! #"#5 - $ &"! ' 22& &! & 8& & 2$5!' 7" &' $! 6 2 # (&!& "# $! #"#5 - $8&>& 0 (! 2 "!# ' 22& &! & 8& & 2$5!' ! %$8 $# >"# $!") 2" #$ &)"#& #$ "##" % &!# "!' % )' &! 1" # 1"#&' ! #8$ $!' # $! $ ") # & $ "!' $ ")O" "'& "'H5 # &!#- !# ! "!' &?# ! $# >"# $! $!# $) $! #8$ &1" "#& '"* - &" # "#& &" 5 & &!# 8& & 8& & " $ "#&' 8 #% 1$ # >& $5# $ & 2$ !$!2 # (&!& "# $! #":&! #% $5(%$5# #%& #5'*0 "!' % )' &! 8& & " :&' #$ "#& %$8 #5'&!# 0 75# #%& & &)"# $! % 1 8& & !$# 2$5!' 2$ 2 # # & &' #%&* 2&)# '5 !( &" % #" :- %& #5'* 2$5!' !$ (&!& "# $! #5'&!# - %& & 2 !' !( "* 7& '5& #$ " & &!# ' 22& &! & ! 1%* $)$( ") &" 5 & 7&&! % )' &! % (% ! ' 22& &! & $ # 5& ' 22& &! & ! $# >"# $!") 1"##& ! - 1%* ") " # > #* "!' % )' &! )$8 ! 1%* ") " # > #*- % )' &! % (% ! 1%* ") " # > #* 1& & >&' #%& $ ") # & $ " POSTER 14 (! 2 "!#)* )& # & 25) #%"! #%& % )' &! )$8 ! 1%* ") " # > #*- NORMS EQUATING FEMININITY WITH SEXINESS PRODUCE TENSIONS FOR WOMEN IN CONTEXTS OF VIOLENCE POSTER 18
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
&")#%* $)'& "'5)# $ 1)&#&' " & $ * C5& # $!!" &- $ & INTERNATIONAL COLLEGE STUDENT AND EGO-IDENTITY: $2 #%& C5& # $!!" & #& " :&' "7$5# &" )* & $ & N $#%& A STUDY OF EGO-IDENTITY’S IMPACT ON ACADEMIC " :&' 2$ &)2" & &!# $2 5 &!# & $ * # &!(#%- )#%$5(% ACHIEVEMENT ' 22& &!# "(& ( $51 F,F.0 Q,Q.0 "!' /,/. *&" (">& )" & 1$! & #$ $ # #& 0 #%&* ' 22& &' ! #%& &>")5"# $! $2 %$8 @ ;0 @ ;60 #%& & $ & %"' %"!(&' & &!#)*- A" # 1"!# ! #%& Q, ; 8& & $ & ) :&)* #%"! #%$ & ! #%& /, #$ &1$ # #%"# #%& & $ & %"' '& ) !&' ! #%& 1" # #&! *&" - % #5'* &?" !& " $1%$ $ & *&" !#& !"# $!") #5'&!# 1$15)"# $! 5 !( 6" "R 2$5 "#&($ D"# $! $2 ($ '&!# #* #$ POSTER 16 $7 & >& " &)"# $! % 1 7&&! " "'& 1& 2$ "! & "!' ,
($ '&!# #*- # 1 &' #&' #%"# #%& !#& !"# $!") #5'&!# 8 )) REWARDS AMONG COLLABORATING CHILDREN ' 1)"* % (%& ">& "(& " #5") A $ 1" &' #$ '$ & # #5'&!# - 5 #%& $ &0 # 1 &' #&' #%"# #%& ' &1"! * 6 0 ; 6 7&&! #%& " #5") A "!' 1 &' #&' A 8 )) 7& "))& 2$ #%& !#& !"# $!") #5'&!# $ 1" &' #$ #%& '$ & # 1&& - % #5'* !>& # ("#&' #%& &22& # $2 1& $!") 1 &2& &! & $! #%& POSTER 20 8"* % )' &! "))$ "#& & $5 & "2#& 1& 2$ !( " $$1& "# $! #" :- %& 15 1$ & 8" #$ && %$8 8&)) L+ *&" $)' $5)' INVESTIGATING SUBJECTIVE AGE, LEVEL OF ACTIVITY, 7")"! & 1& $!") '& & "!' $ ") &?1& #"# $! 8%&! ( >&! " AND DEPRESSIVE SYMPTOMS IN OLDER ADULTS %&#& $(&!&$5 &# $2 &8" ' - & 5)# %$8 " (! 2 "!# $ &)"# $! 7&&! "(& "!' &8" ' "))$ "# $!0 5((& # !( " 0 @ BB; 1 & 5 $ #$ #%& '&>&)$1 &!# $2 #%&$ * $2 !' "!' " # &!' 2 $ &(") #" "! #$ $ & "'>"! &' 1)"!! !(-
! " " 1)& $2 FE $)'& "'5)# 0 57H& # >& "(&0 $(! # >& "!' POSTER 24 1%* ") " # > #*0 "!' '&1 & >& * 1#$ " & " & &'- # %*1$#%& D&' #%"# #%& *$5!(& &! $ 2&&) "!' #%& $ & ARE ALL PERFORMANCE GOALS CREATED EQUAL? " # > # & #%&* 1" # 1"#& !0 #%& )$8& #%& " $5!# $2 '&1 & >& * 1#$ #%&* 1$ & - (! 2 "!# $ &)"# $! 8& & 2$5!' 0 ; AB 7&&! #$#") '&1 & >& * 1#$ "!' #8$ #*1& $2 57H& # >& "(&- %& #$#") $(! # >& "!' &!#") " # > #* 8" 2$5!' #$ %">& " %& 1 & &!# &#""!")* $2 E,E #5' & &?" !&' 8%&#%& #%& (! 2 "!# " $ "# $! 8 #% #%& 57H& # >& "(& 57 ")& &22& # $2 6" #& * "!' A& 2$ "! & " % &>& &!# ($") '&1&!' O!#& & # P- $! %$8 #%$ & ($") " & $1& "# $!"))* '&2 !&'- $ &" % #5'*0 ($") &" 5 & 8& & $'&' 2$ #%& &0 "!' $ &)"# $! 8 #% POSTER 21 ' 22& &!# "!#& &'&!# "!' $! &C5&! & $2 #%& ($") 8& & & $ '&'- & 5)# %$8 &" % ($") %" ' 22& &!# &22& # 7" &' $! MORAL VALUES OF EVANGELICALS AND MAINLINES: #%& #%& "# $!#&!#- % '& $! # "#& #%"# % &>& &!# $") A CULTURAL-DEVELOPMENTAL ANALYSIS ACROSS THE %&$ * "* %">& $!2$5!' !( $! # 5 # #%"# 1" # #%& ADULT LIFESPAN $7 & >&' &22& # $2 #%& & ($") -
POSTER 25 @ A A ; STAGE OF PERFORMANCE IN NONLITERATE NEPALESE 6$ ") >")5& " & "! & &!# ") " 1& # $2 $5 ) >& - %& 1 & &!# ADULTS BASED ON KNOWLEDGE OF TOOL USAGE #5'* #":& " 5)#5 ")'&>&)$1 &!#") "11 $" % #$ !>& # ("# !( %$8 ' 22& &! & ! $ ") >" * 7* "(& "!' 5)#5 ") ( $51- & ( !(0 *$5!(0 ') 2&0 "!' $)'& "'5)# 2 $ &) ( $5 )* $! & >"# >& "!' ) 7& ") 5)#5 & 8& & $ 1" &' $! #%& &%"> $ ") #"(& $2 '&>&)$1 &!# " $!( !$!) #& "#&0 5! %$$)&' &!'$ & &!# $2 5#$!$ *0 $ 5! #*0 "!' > ! #*- & 5)# &1")& & "'5)# 8" #& #&' 5 !( #%& 6$'&) $2 & " % ") !' "#& #%"# >"!(&) ") "#& ")) &#% % (%& #%"! '$ 6" !) !& 0 $ 1)&? #* 6- !#& > &8 C5& # $! $! #%& :!$8)&'(& $2 #%$5(% >"!(&) ") "!: > ! #* " % (%& #0 8% )& 6" !) !& &" $! 2$ 5 "(& $2 : # %&! "!' 2" #$$) 8& & 5 &' #$ " & A $#& #"!# "!: 5#$!$ * " % (%& #- '&>&)$1 &!#") #"(& $2 1" # 1"!# - A" # 1"!# 1& 2$ &' "# 1 &$1& "# $!") #"(& FN L-LT0 1 " * #"(& Q +T0 $! &#& POSTER 22 #"(& / L-FT0 "7 # " # #"(& . F-QT0 2$ ") #"(& , G,-,T "!' * #& "# L-LT 8 #% 6 M /-.+ "!' - - M -Q- THE INFLUENCE MATRIX & SCHEMA THEORY: TWO VIEWS ON THE HUMAN RELATIONSHIP SYSTEM POSTER 26
EFFECT OF FAMILY BACKGROUND ON LIFE 6- 60 A 0 - SATISFACTION
K @6 6 March 15 Saturday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
THE EFFECTIVENESS OF AFTER-SCHOOL ENRICHMENT: %& 1 & &!# #5'* &?" !&' #%& &? ' 22& &! & ! $ ") ONE SCHOOL’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“I JUST LEARNED THAT!” CHILDREN’S ABILITY TO !" "# >& 0 "!' 2$ 5 ( $51 REPORT EPISODIC MEMORIES OF LEARNING # "! 1# - !")* & &>&")&' #%"# #5'&!# "!' 1" &!# 8& & % (%)* "# 2 &' 8 #% #%& 1 $( " - 6 6 60 @ A 0 '' # $!"))*0 #5'&!# 2 $ #%& 1 $( " %"' % (%& #& # $ & 0 6 0 6 0 $! ">& "(&0 #%"! #5'&!# !$# ! 6 6 6A #%& 1 $( " 0 5((& # !( #%"# #%& 1 $( " " ' #5'&!# " "'& "))*- %& 1 & &!# #5'* !>& # ("#&' 1 & %$$)& R "7 ) #* #$ & ")) ! #"! & $2 )&" ! !( ! " !"#5 ") # $5 & $! #$ !( #" :- POSTER 28 % )' &! 1" # 1"#&' ! #8$ #"(&' )&" ! !( &>&!# - &' "#&)* 2$))$8 !( &" % &>&!#0 #%&* "! 8& &' C5& # $! "7$5# #%& !$>&) ACOA STATUS, ANXIETY, RELATIONSHIP STRUCTURES, 2" # #%"# #%&* %"' H5 # )&" !&' "!' "7$5# (&!& ") 2" #5") AND A MODIFIED STROOP TASK IN COLLEGE STUDENTS !2$ "# $!- & 5)# !' "#&' #%"# % )' &! $5)' & ")) ! #"! & $2 #%& )&" ! !( ! & 1$! & #$ C5& # $! "7$5# #%& !$>&) 2" # 6 0 60 6 "!' (&!& ") 2" #5") !2$ "# $!0 75# #%"# #%& 1& 2$ "! & 8" 60 ; @ 0 - 0 AA 6- !$# !&" & ) !(- ; @ POSTER 32 $))&(& #5'&!# $ 1)&#&' #%& % )' &! $2 ) $%$) &&! !( & # F0 #%& 1 #5") ?1& &! & !'&?0 #%& *"' PROCESSING SPEED IN FIRST GRADERS WITH THE RISK 'H5 # &!# ")&0 #%& !: !( 6$# >& K5& # $!!" & &> &'0 OF LEARNING DISABILITIES "!' " 5 >&* $! &)2 "!' 1" &!#") 57 #"! & 5 &- F $ & 8& & 1$ # >&)* $ &)"#&' 8 #% " "'& # & - & ")& ; ; 0 ; 6 0 &1$ #&' (! 2 "!#)* % (%& )&>&) $2 " "'& # & #%"! 0 ; 6 6 ")& - 1 #5") #* 8" 1$ # >&)* $ &)"#&' 8 #% %$1& "!' " "'& &)2&22 " *0 "!' '*"' "'H5 # &!# 8" 1$ # >&)* $ &)"#&' 8 #% &)2&22 " * &(" ')& $2 #"#5 - & "!")*D&' 1& 2$ "! & ! #%& 1 $ & !( 1&&' #" : ! !$ ") '&>&)$1 &!# "!' )&" ! !( ' "7 ) # & ! / *&" $)' 0 5 !( POSTER 29 " $ 15#& D&' $' 2 &' O $# P #& # "!' #%& %5)#& "7)& #" :- $ 1" $! $2 E/ % )' &! 8 #% )&" ! !( ' "7 ) # & "!' E/ PLANNING ONE’S OWN DEVELOPMENT WITHIN THE !$ "))* '&>&)$1 !( % )' &! %$8&' 1 $# " #&' #" : "'"1#"# $! DEVELOPMENTAL BEHAVIOR ANALYTIC THERAPY "!' ! &" &' 2"# ("7 ) #* #$8" ' #%& &!'0 "!' $>& ")) )$8& 1&&' "!' " 5 " * ! #%& ( $51 8 #% #%& : $2 )&" ! !( ' "7 ) # & -
%& 1 & &!# #5'* &)"7$ "#& $! #8$ " &" ! 8% % #%& POSTER 33 &>&)$1 &!#") &%"> $ ") !")*# %& "1* $" %& !' > '5") - %$ & " &" " & %$8 #$ 1)"! $!&R 25#5 & "!' %$8 #$ POSITIVE POLES FIRST: EARLY COMPREHENSION OF '& (! &?#& !") $!# !(&! & #$ " $ 1) % #%$ & 1)"! - RELATIONAL WORDS IN EIGHT-MONTH-OLDS #"!'" ' 7&%"> $ ") "!' 1 & $! #&" % !( 5)& $2 #%5 7 " & 5 &'0 ! )5' !( #": !( ")) #&1 "!' %" # !( 1 $( & - 0 !' > '5") " & " #&' ! 5!'& #"!' !( #%& 5)# "#& ($") "!' #%& 1 $ & & !&&'&' #$ " % &>& #%& #% $5(% # " ! !( ! $ ") % #5'* !>& # ("#&' $ 1 &%&! $! $2 &)"# $!") 8$ ' -&-0 1& 1& # >& #": !(- 25))")) ($!&0 7 () ##)&0 51'$8!0 $!5!'& 0 $ &)& 0 )$!( %$ #0 "!' " &' 22& &!# ! E, & (%# $!#%$)' - !'&?&' 7* > 5") POSTER 30 2 ?"# $!0 !2"!# $ 1 &%&!'&' !&" )* L,T $2 &)"# $!") 8$ ' "!' #%& $ 1 &%&! $! 8" !$# &)"#&' #$ "(& "!' &?- SEX DIFFERENCES IN SOCIAL INFORMATION 6$ &$>& 0 !2"!# ' ' !$# )&" ! &)"# $!") 8$ ' ! 1" "!' #%& PROCESSING: EXPLORING ATTRIBUTION BIAS IN &)"# $!") 8$ ' >$ "75)" * 8" 2$5!' #$ 7& %&">* 2$ 1$ # >& PRESCHOOLERS 1$)& L/T $2 1$ # >& 1$)& $ 1 &%&!'&' >& 5 ET $2 !&("# >& 1$)& - 0 0 6 ;- POSTER 34 ,L
BECOMING MONEY WISE: ASSESSING THE &)"# $! 7&&! 1" &!# !( # & 0 "#& !") '&1 & >& EFFECTIVENESS OF A FINANCIAL EDUCATION PROGRAM * 1#$ 0 "!' $#%& !2"!# H$ !# "##&!# $! ! $#%& $2 ? $!#%$)' !2"!# - $#% '&1 & >& * 1#$ "!' 1& & > !( @ 0 0 @ A $!&R $8! $#%& " !&()& #25) 1 &' #&' )&>&) $2 1& $!") ' # & ! &)"# $! #$ 1" &!# !(- &>&) $2 1" &!# !( # & 8& & 1$ # >&)* " $ "#&' 8 #% # & 1&!# ! H$ !# ("D&N %$8&>& 0 %& 15 1$ & $2 $5 #5'* 8" #$ &>")5"#& #%& &22& # >&!& $2 " &"! )&!(#% $2 H$ !# ("D& 8" !&("# >&)* " $ "#&' 8 #% # & 2 !"! ") &'5 "# $! 1 $( " ! 1" # 1"!# R 2 !"! ") ) #& " *0 1&!# )$$: !( "# #%& !2"!#- &)2&22 " *0 1)"!! !( "!' " #5") 7&%"> $ - & 5 &' 1 & $5 &0 1$ # $5 &0 "!' GF $!#% 2$))$851 C5& # $!!" & #$ &" 5 & POSTER 38 %"!(& $>& # & ! L. 1" # 1"!# - &1&"#&' &" 5 & 8 #% #%& &&!%$5 && & $ & # $! &>&")&' BARRIERS TO FAMILY ENGAGEMENT FROM THE #"# # "))* (! 2 "!# %"!(& ! &"! $>& # & ! ")) PERSPECTIVE OF PARENTS AND TEACHERS >" "7)& - %& & & 5)# "* !' "#& #%& &22& # >&!& $2 #%& 1 $( " ! #%& 2 !"! ") $5# $ & &" 5 &'- 0 A 0 6 6 POSTER 35 A" &!#") !>$)>& &!# & &" % % (%) (%# #%& 1$ #"! & $2 7$#% UNDERSTANDING STUDENTS’ PERSPECTIVES OF A 1" &!#") & $5 & "!' "## #5'& " 8&)) " #&" %& &22$ # - %& FIRST-YEAR EXPERIENCE PROGRAM: A QUALITATIVE 1 & &!# #5'* &?" !& 2" )* &!("(& &!# 2 $ #%& 1& 1& # >& STUDY $2 1" &!# "!' #&" %& - & 5)# % (%) (%# 1$ #"!# 1" &!#") 7" & #%"# &? # 5)#5 "))* "!' ) !(5 # "))*- &" %& " & "8" & @- 0 6 0 6 0 $2 7" & #%"# &? # 2$ 2" ) & 75# ") $ 7&) &>& #%"# 2" ) & # 5(() !( " & !$# & &1# >& #$ 2&&'7" :- A $( " !( $!#" ! !( ' ")$(5& #%"# "'' & & #%& &)"# $! % 1 " $!( 2" ) & "!' #5'&!# &!#& !( #%& $))&(& &## !( 5 # "'H5 # #$ !&8 #&" %& %$5)' 7& $! '& &' 5 ")- " "'& $5 & 0 &?1& #"# $! 0 "!' 1&& - #*&" &?1& &! & $5 & " & '& (!&' 1& 2 "))* #$ "'' & POSTER 39 # 5(()& #%"# !&8 #5'&!# &?1& &! &- %& 15 1$ & $2 #% #5'* 8" #$ 5!'& #"!' #%& #5'&!# R 1& 1& # >& $2 #%& GENDER DIFFERENCES IN EMERGENT THEORY OF MIND 1 $( " "# " ")) #"#& 5! >& #* ! &8 !()"!'- C5") #"# >& PREDICT THE EARLIEST SOCIAL LOAFING. &#%$' 8" 5 &' #$ &?1)$ & #5'&!# R &?1& &! & 0 &?1& #"# $! 0 "!' $5# $ & &)"#&' #$ #%& 1 $( " '5 !( " & & $2 - 6A 6 0 2$ 5 ( $51 & $! - A6 A 0 ; 0 6 POSTER 36 % #5'* &?1)$ &' (&!'& "!' #%&$ * $2 !' $6 8 #% ! #%& TRANSFER OF ORDER OF HIERARCHICAL COMPLEXITY $!#&?# $2 $))"7$ "# >& &22$ # "!' $ ") )$"2 !(- $))$8 !( $6 WITHIN THE SOCIAL DOMAIN " & &!# 0 1 & %$$) % )' &! 1" # 1"#&' ! #8$ ( $51&22$ # 7"))$$! !2)"# $! $!' # $! "! 1" &!# !' > '5") &22$ # "!' "!$!* $5 !' > '5") &22$ #- ) " % &>&' & ) !( $6 $ & "# 6 @ A &" ) & "(& 0 %"' " ( !"))* (! 2 "!#0 % (%& $6 $ & $>& "))0 "!' ( &"#& $ ") )$"2 !( #%"! 7$* - & " % ") '& $2 & " % ") $ 1)&? #* 0 #%& " 1 $ ' 22 5)#* $2 &( & $! !' "#&' #%"# $!)* " $!( ( ) 0 2") &7&) &2 #%& #& 8" &" 5 &' 8 #% #8$ &# $2 > (!&##& #%"# 8& & 5!'& #"!' !( 5! C5&)* 1 &' #&' >" "! & ! $ ") )$"2 !(- '& (!&' #$ " & #"(& $2 7&%"> $ ") '&>&)$1 &!# 8 #% ! #%& $ ") '$ " !- " % "!")* $2 #%& 1& $! $ & $2 #%& POSTER 40 1" # 1"!# 8%$ #$$: 7$#% &# $2 > (!&##& %$8&' % (% 1$ # >& $ &)"# $!0 Q M ,-.FQ0 1 R ,-,,,- % $ &)"# $! 1) & #%"# REGRESSION PATTERNS IN AUTISTIC CHILDREN AND '$ " ! 1& 2 0 "!' #%"# #%& & " '$ " ! $2 $ ") CHANGE EARLY IN ABA THERAPY
&" $! !(- March 15 Saturday, @ @- A 0 A- ;A; POSTER 37 0 6 6; A CORRELATES OF MOTHER-INFANT JOINT ATTENTION AT SIX MONTHS: PARENTING STRESS, MATERNAL &>&)$1 &!#") &( & $! ! 5# 1& # 5 $ '& $ 5 DEPRESSION, AND MATERNAL PERCEPTION OF OWN 8%&! % )' &! )$ & 1 &> $5 )*"##" !&' "1" # & '5 !( #%& 2 # MOTHER 2&8 *&" $2 ) 2&- & #& #&' 2$ ' 22& &! & ! &" )* & 1$! & #$ # &"# &!# ! % )' &! 8%$ ' ' ! M E "!' ' ' !$# ! M E, &( & - !&)"!' "!' 8& & $7#" !&' "# #%& 7&( !! !( 0 6 "!' ? $!#% !#$ # &"# &!#- % )' &! 8 #% " &( & $! 1"##& ! &> '&! &' $ & %"!(& #%"! #%$ & 8 #%$5# $! #%& 75# !$# $! #%& !&)"!'- % #5'* &?" !&' 1 &' #$ $2 1" &!# !( # & "!' #%& ,G
POSTER 41 SELF-REGULATION AS A PREDICTOR OF PRESCHOOLERS’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’ EMOTIONAL &" )* % )'%$$' !#& >&!# $! #%"# &&: #$ 1 $ $#& " "'& RESPONSES TO OTHERS’ NEEDS 1& 2$ "! & ! " % (% : " 1)&- 0 6 ;- POSTER 42 0 6 6 ; 0 - 6A INVESTIGATION OF THE RELATIONSHIP BETWEEN 0 ATTACHMENT, PEER GROUP COMPETENCE, AND FRIENDSHIP QUALITY % #5'* &?" !&' $! #&! & ! & 1"#% $! & ! " $ ' 22& !( 1 $ $ ") #5"# $! ! / $!#%$)' - %& & 5)# ;; 0 AA %$8&' #%"# #%& & 8& & !' > '5") ' 22& &! & ! #%& " $5!# $2 A $! & ! %$8! "!' #%& & 8" $! #&! * ! & 1"#% $! & ! " $ #" : #*1& - !2"!# $! #&!#)* %$8&' $! & ! ! %& 5 &!# #5'* &?" !&' #%& &)"# $! 7&&! 1" &!# #5"# $! 8 #% >& * ' 22& &!# $ ") 5& 0 ! )5' !( #" : 8 #% % (% "##" % &!#0 1&& ( $51 $ 1&#&! &0 "!' 2 &!' % 1 C5") #*- & $# $!") '& "!' !>$)> !( #%& $ ") 1" #!& R ' # & "!' '$)& &!# & 5 &)* "##" %&' #$ #%& 2"#%& "!' $#%& ") $ )$8 & $# $!") '& "!' !>$)> !( "! $7> $5 !&&' 2$ &?1& &! &' ( &"#& & $# $!") 511$ # ! #%& 1&& &)"# $! % 1 - " #"! & 75# !$ (! $2 ' # & - '$)& &!# 8%$ &1$ #&' ( &"#& $!2) # "!"(& &!# "!' ' )$ 5 & 8 #% ! #%& 1&& ( $51 ") $ &1$ #&' ( &"#& POSTER 46 $ 1"! $! % 10 !# " *0 "!' & $# $!") & 5 #* ! #%& 2 &!' % 1 - WELL THAT WAS AWKWARD! WHY “THE TALK” STILL MATTERS POSTER 43 0 0 0 THE IMPACT OF COGNITIVE FUSION AND EXPERIENTIAL 6 ; AVOIDANCE ON ACADEMIC SUCCESS IN A SAMPLE OF DIVERSE, URBAN MIDDLE SCHOOL GIRLS K5") #"# >& "!' C5"!# #"# >& '"#" 8& & $))& #&' 2 $ EQ $))&(& #5'&!# #$ !>& # ("#& %" " #& # $2 $ 5! "# $! 8 #% 66 0 0 ; 0 #%& 1" &!# "7$5# &?- & 5)# &>&") #%"# #%& $ & #$1 @ 0 ; 1" &!# $>& &' ! O#%& #"):0P #%& $ & 1)&" "!# #5'&!# "#&' #%& $!>& "# $!- $ ' 22& &! & 8& & 2$5!' 7&&! #5'&!# & &" % !' "#& " 1$ # >& &)"# $! % 1 7&&! $(! # >& 8%$ %"' $!>& "# $! "7$5# &? 8 #% #%& 1" &!# "!' #%$ & 25 $! "!' 1 * %$)$( ") 522& !(- $!( "'$)& &!# 0 8%$ ' ' !$#0 ")#%$5(% #5'&!# 8%$ 8& & #$)' #$ 8" # #$ %">& &? 1 * %$)$( ") ' # & "! %">& " !&("# >& 1" # $! " "'& 5!# ) " "(& &1$ #&' )& 1$ # >& > &8 $2 &?- $5# $ & - 5 #5'* &?" !&' #%& &)"# $! % 1 7&&! $(! # >& 25 $! "!' "'$)& &!# R " "'& 1& 2$ "! &0 POSTER 47 7&%"> $ 1 $7)& 0 "!' %$$) &!("(& &!#- & %*1$#%& D&' #%"# $(! # >& 25 $!O&?1& &!# ") ">$ '"! & "!' !#& !") D !( PRESCHOOLERS PERFORMANCE ON A MODIFIED * 1#$ 8$5)' (! 2 "!#)* 1 &' # " "'& 1& 2$ "! &0 DAY-NIGHT TASK 7&%"> $ 1 $7)& 0 "!' %$$) &!("(& &!#- 5 %*1$#%& 8" !$# 511$ #&'- &" $! 2$ )" : $2 $7 & >&' &)"# $! % 1 8 )) 7& @ 6 0 0 J ' 5 &'- ;
POSTER 44 % 1 $H& # !>$)>&' " '&>&)$1 &!#") #" : !>$)> !( !% 7 #$ * $!# $) -&-0 #%& '"*! (%# #" :- 2#*#% && % )' &! #$$: 1" # ! CHALLENGES ASSOCIATED WITH CONDUCTING DIRECT #%& &?1& &!# E/ 7$* "!' E+ ( ) - %& % )' &! 8& & "(&' ASSESSMENTS IN PRESCHOOL CLASSROOMS AND THEIR 7&&! L "!' + *&" $2 "(& &"! "(& $2 G *&" 0 G $!#% - IMPLICATIONS & 1 #& #%& $' 2 "# $! #%& 2 !' !( (&!& "))* 2 # 8 #% &" ) & ,+
& &" % & #"'#0 ..GN 1 $!P (( 0 E,,.- TEMPERAMENT
POSTER 48 - @ 0 6 A COMPARATIVE ACCOUNT OF NUMEROSITY IN HUMAN AND NON-HUMAN ANIMALS BASED ON THE MODEL OF !2"!# %">& "#5 & 1%* $)$( ") # & * #& "!' HIERARCHICAL COMPLEXITY #%& &2$ & '&1&!' $! #%& $#%& " " $5 & $2 &?#& !") &(5)"# $!- % #5'* &?" !&' %$8 "#& !") "!' !2"!# 1$ # > #* "!' !2"!# #& 1& " &!# &)"#& #$ "#& !") "!' !2"!# J 66 6 ") >" * $ # $) $! 5 &!#)* "!' )$!( #5' !"))*- 6"#& !") "!' 0 @ ; !2"!# 8": !( $ # $) )&>&) 8& & $ &)"#&'- 22$ #25) $!# $) 8" 0 6 6A 66 $ &)"#&' 8 #% 7$#% $#%& "!' !2"!# # & - 1) "# $! 6 0 A 6 6 0 6 ! )5'& !#& >&!# $! #$ %&)1 $#%& 0 1" # 5)" )* #%$ & 8%$ & !2"!# %">& )$8& &22$ #25) $!# $)0 "!"(& #%& # & -
%& 2 &)' $2 $ 1" "# >& $(! # $! 1 & &!# " )" (& !5 7& $2 POSTER 52 & 5)# "7$5# "! ") !#&)) (&! &- %& $ 1" $! 0 %$8&>& 0 " & ) #&' ! $1&- %& 6$'&) $2 & " % ") $ 1)&? #* 6 THE EMERGING SELF: A MIXED-METHODS STUDY OF THE 1 $> '& " (&!& ") #"!'" ' &" 5 & &!# $2 '&>&)$1 &!# #%"# SELF-COMPONENTS OF AN EMERGING ADULT "! 7& 5 &' #$ &>")5"#& "! ") 7&%"> $ " $ 1& & - ! ") 7&%"> $ 2 $ 1 &> $5 ) #& "#5 & 8& & )" 2 &' !#$ 2$5 #*1& ; 6 $2 !5 & $ #* 7&%"> $ "!' #%& 6 1 $> '&' "! "!")*# "!' '&>&)$1 &!#") 7" #$ $ 1" & #%& #"(& $2 1& 2$ "! & % #5'* 8" '& (!&' #$ &?1)$ & #%& $ 1$!&!# $2 #%& ")$!( 8% % "! ") &>$)>&'- '&>&)$1 !( & & ( !( "'5)# &)2- %& & '& >&' 2 $ !" "# >& $2 & & ( !( "'5)# 1" # 1"!# 8& & 5 &' "!' $ 1" &' 8 #% POSTER 49 C5"!# #"# >& &" 5 & &!# $2 &? #&!# ") #% !: !(0 "5 ") #* $ &!#"# $!0 "!' & & ( !( "'5)# '&!# #*- %& & >" "7)& 1 $> '&' THE EFFECTS OF HELICOPTER PARENTING ON INCOMING ))5 # "# >& '"#" 8% % 1 $2 )&' #%& &? #&!# ")0 $# >"# $!")0 "!' STUDENTS’ PROBLEM SOLVING ABILITY '&!# #* " 1& # $2 & & ( !( "'5)#%$$'- %& & 5)# 5((& #&' #%"# #%& & & ( !( "'5)# '&!# #* 8" !$# " 25! # $! $2 "(&0 75# $2 A 6- @ A 0 &)2 $%& &! &- @ A @ A POSTER 53 &) $1#& 1" &!# !( '&2 !&' " " 2$ $2 $>& !>$)>&' 1" &!# !(- %& 1 & &!# #5'* $5(%# #$ &?" !& #%& 1" # $2 REACHING BEHAVIOR IN NUMERIC COMPARISON TASK 1" &!# R &)2 &1$ #&' %&) $1#& 1" &!# !( #*)& $! $))&(& REFLECTS MENTAL NUMBER LINE IN 6-YEAR-OLDS 2 & % &!R 1 $7)& $)> !( "7 ) # & - & 5)# !' "#&' #%"# $))&(& 2 & % &! ! #%& % (% %&) $1#& 1" &!# !( ( $51 8& & A - 0 @ 6 0 6- 0 $ & ) :&)* #$ && " 1 $7)& " " #% &"# #$ #%& 8&))7& !( "!' @ )" : $!2 '&! & ! #%& "7 ) #* #$ $)>& #%& 1 $7)& #%"! #%$ & ! #%& )$8 %&) $1#& 1" &!# !( ( $51- % )' &! ? *&" $2 "(& M E 8& & 1 & &!#&' 8 #% " $ 15#& D&' !5 & $ 1" $! #" :- A" # 1"!# !' "#&' POSTER 50 8%&#%& " !5 7& 8" )& #%"!0 $ & #%"!0 $ &C5") #$ + 7* &" % !( #$ $!& $2 #% && )$ "# $! $! " ' ( #") &&!- 6"!5") DISSECTING THE RELATIONSHIP BETWEEN DISGUST, &" % !( 7&%"> $ 8" & $ '&' 5 !( " $>& &!## " : !( INTEREST, AND CURIOSITY '&> &- &1) "# !( 2 !' !( ! "'5)# 7* $!( "!' ":"*" " E,,/0 $5 & 5)# 5((& # #%"# % )' &!R 1& 2$ "! & &2)& # 6 - AA0 J @- ; ; #%& 5# ) D"# $! $2 " 1"# "))* $ ("! D&' &!#") !5 7& ) !&- @ A POSTER 54
!#& & # "!' 5 $ #* 1 $ $#& "11 $" % 7&%"> $ "!' March 15 Saturday, :!$8)&'(& &&: !(- (5 #R $11$ # $! " " 8 #%' "8") & $# $! FACILITATING PARENTING ATTITUDES AND BEHAVIOR OF #$ #&!'&! & 1 $'5 &' 7* !#& & # "!' 5 $ #* 1$ & " $!2) # INCARCERATED TEEN FATHERS 8%&! 7$#% & $# $! " & "11 $1 "#& & 1$! & - A" # 1"!# $ 1)&#&' #%& (5 # ")&&> &'0 A& &1#5") 5 $ #* ; 60 6 A ;0 ; ")&0 "!' 1 #& 5 $ #* ")& 7&2$ & "# !( E #& $! 0 0 ' (5 # "!' !#& & #- $ 1" $! $2 $ & &>&")&' (! 2 "!# @6 0 &)"# $! % 1 7&&! ' (5 # "!' 5 $ #* # " # )&>&)0 "!' ) #&' &)"# $! % 1 7&&! ' (5 # "!' !#& & # #"#& )&>&)- ! " & "#&' #&&! 1" &!# "!' #%& !2"!# " & >5)!& "7)& POSTER 51 1$15)"# $! "# : 2$ 1$$ $5# $ & - %& "7* ) $ 1 $( " " 1" &!# !( "!' > #"# $! 1 $( " #%"# " #$ 2" ) #"#& CORRELATES OF MATERNAL AND INFANT "##" % &!# "!' 1$ # >& !#& " # $! 7&&! ! " & "#&' #&&! PHYSIOLOGICAL STRESS: POSITIVITY AND 1" &!# "!' #%& % )' &!- A &) !" * "!")* $2 + ,F
1" # 1"# !( 2"#%& %$8 #%"# 1" # 1"!# R " &1#"! & "!' ! #% #5'* 8& &?" !&' #%& $)& $2 1"# ") "!? &#* ! *$5!( "8" &!& $2 #%& !2)5&! & $! #%& % )' &! ! &" & "!' #%& 5! >& #* "'5)# R &!#") $#"# $! 1& 2$ "! &- & 1 &' #&' #%"# 7&%"> $ !2 " # $! ! 2" ) # & '& &" & 7&&! #%& 7&( !! !( 1" # 1"!# 8%$ 5 &' " O1 & & &")P # "#&(* 8$5)' &1$ # % (%& "!' &!' $2 #%& !#& >&!# $!- )&>&) $2 1"# ") "!? &#* #%"! #%$ & 8%$ 5 &' " O%$) # P # "#&(*- A &) !" * & 5)# %$8&' " (! 2 "!#0 !&("# >& $ &)"# $! POSTER 55 7&&! 1"# ") "!? &#* )&>&) "!' 1& 2$ "! & $! #%& &!#") $#"# $! #" :0 5((& # !( #%"# 1" # 1"!# 8 #% % (%& )&>&) $2 EXAMINING PHYSIOLOGICAL STRESS REGULATION, HOME 1"# ") "!? &#* 1& 2$ &' 8$ & $! #%& #" :- ENVIRONMENT, INCOME, AND SOCIO-EMOTIONAL DEVELOPMENT IN INFANTS POSTER 59
@ SIBLING AND PEER RELATIONSHIP QUALITIES
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
@ B ; AUTISM DEVELOPMENTAL TASK ACTION SEQUENCE
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THE EFFECTS OF EXPOSURE TO VIOLENCE ON POSTER 61 ADOLESCENT VIOLENT BEHAVIOR EXAMINING THE PREDICTIVE ABILITY OF THE ; 6 DEVELOPMENTAL INDICATORS FOR THE ASSESSMENT OF LEARNING-FOURTH EDITION (DIAL-3) ON SCHOOL %& 5 &!# #5'* &?" !&' #%& &22& # $2 &?1$ 5 & #$ > $)&! & ACHIEVEMENT $! "'$)& &!# > $)&!# 7&%"> $ - %& > $)&!# &?1$ 5 & 8" &>")5"#&' #% $5(% #% && "H$ &!> $! &!# N $ 5! #*0 2" )* A 60 - ;;0 66 "!' &' "- ?1$ 5 & 8" '&2 !&' " 8 #!& !(0 7& !( " > # 0 6A 0 6 0 $20 $ 7$#%- %& #5' & $7 & >&' #%& 7&%"> $ $2 "'$)& &!# 0 60 6; @ - 8%&! #%&* 8& & &?1$ &'0 #%& # "H& #$ & #$8" ' 7& $ !( @ > $)&!# "!' "## #5'& #$8" ' #%& &?1$ 5 &- % & &" % "! &?#&! $! #$ #%& &? # !( 1$$) $2 :!$8)&'(&- &'5 "# $!") )"8 &C5 & #%"# &&! !( 1 $ &'5 & 7& 5 &' 8 #% &>& * !&8 %$$) &!# "!#- ! #% & &" %0 : !'& (" #&! POSTER 58 &"' !& : )) " &" 5 &' 7* #%& &>&)$1 &!#") !' "#$ 2$ #%& & &!# $2 &" ! !(% ' ' # $! L 8& & %$8! EXAMINING SPATIAL ANXIETY IN MENTAL ROTATION #$ 7& 1 &' # >& $2 " % &>& &!# $! 7$#% #"!'" ' D&' #& # " ABILITY: AN EYE-TRACKING STUDY 8&)) " #&" %& "# !( $2 #5'&!# " % &>& &!#- #"# $! "!' ' & # $! 2$ 25#5 & & &" % " & ' 5 &' " 8&)) " 1 " # ") @ 6 0 B 0 1) "# $! 2$ 1 $2& $!") 1 " # & ! %$$) 1 * %$)$(*- 0 6 6 0 6- A POSTER 62 ,Q
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POSTER 63 0 ; ADULT MENTAL ROTATION PERFORMANCE: EXAMINING INDIVIDUAL GAZE-PATTERNS TO IDENTIFY COGNITIVE % #5'* $5(%# #$ "'"1# " $ 15#& D&' #$5 % &&! > 5") STRATEGY USE !#& 2& &! & #" : 2$ 5 & 8 #% *$5!( % )' &! ! 2 &)' $!#&?# $ 5& P &$" %&0 E,,/- % )' &! 8& & 1 & &!#&' 8 #% - 0 B 0 6 6 0 1 #5 & "# & $2 & $# $!"))* " $5 !( "!' !&5# ") # 5) "!' @- 6 " :&' #$ )$ "#& " #" (&# 1 #5 &- & 5)# %$8&' #%"# "!* % )' &! %"' ' 22 5)#* & " ! !( &!("(&' )$!( &!$5(% #$ $ 1)&#& #%& #" : 5 & 25))*- %& !&?# 1%" & $2 #5'* 8 )) %& 1 & &!# #5'*0 5# ) D !( &*&# " : !( &#%$'$)$(*0 &?" !&' &&: #$ "'' & #%& & $7 #" )& 7* $' 2* !( #%& #" : 1 $#$ $)- "'5)# R ' 22& &!# ") 5 & $2 $(! # >& # "#&( & " " 1$#&!# ") &?1)"!"# $! 2$ #%& &? ' 22& &! & ! &!#") $#"# $! 1& 2$ "! &- POSTER 67 & 1 &' #&' #%"# % (%& 2 ?"# $! '5 "# $! 8$5)' 7& 1$ # >&)* $ &)"#&' 8 #% % (%& &!#") $#"# $! $ & - & ") $ MATERNAL ATTENTION FACILITATION AND LABORATORY !>& # ("#&' 1$#&!# ") &? ' 22& &! & ! )$$: !( 1"##& ! - %& AND PARENTAL REPORTS OF CHILD EXECUTIVE 1 &) !" * '"#" %$8 #%"# &!#") $#"# $! 1& 2$ "! & ' 22& &' FUNCTION (! 2 "!#)* 7* 1"# ") # "#&(* &)& # $!- $8&>& 0 #%& & 8& & !$ &? ' 22& &! & ! #%& &)2 &1$ # # "#&(* &)& # $!- 0 ;6 0 6 0 POSTER 64 @ 0 ; 0 AGE-RELATED SHIFTS IN INFANT FRONTAL ACTIVITY DURING EMOTION REGULATION %& 1 & &!# #5'* &?" !& #%& 5 & $2 1" &!#7" &' "!' ;6 0 )"7$ "#$ *7" &' " & &!# $2 % )' &?& 5# >& 25! # $! "# 6 0 G/ $!#% - #0 8& $!# $))&' 2$ G/ $!#% >& 7") "7 ) #*0 "!' 0 @ 2$5!' #%"# "#& !") &" 5 & $2 2" ) #"# !( "##&!# $! "!' 0 ; )"7$ "#$ * &" 5 & $2 "# LF $!#% " $5!#&' 2$ 5! C5& 0 >" "! & ! G/ $!#% )"7$ "#$ *" & &' - % " $ "# $! 8" !$# 1 & &!# 2$ G/ $!#% 1" &!#7" &' &" 5 & - $(! # >& "!' & $# $! &(5)"# $! " & ) !:&' 8 #% $1# ") " 1& # 5 #%& 0 #%& & 8" !$ " $ "# $! 1" &!#7" &' "!' $2 '&>&)$1 &!#0 "!' #%& 2 $!#") $ #&? 1)"* " # ") $)& ! )"7$ "#$ *7" &' "# G/ $!#% - #%& & 1 $ & & - & &?" !&' "(& &)"#&' %"!(& ! 2 $!#")
" # > #* '5 !( & $# $! &(5)"# $!- %& & 2 !' !( 5((& # #%"# POSTER 68 March 15 Saturday, #%& & " '&>&)$1 &!#") % 2# ! 2 $!#") 25! # $! !( '5 !( & $# $! &(5)"# $! #%"# $ 5 '5 !( #%& 2 # *&" $2 ) 2&- * , LET'S PLAY! ASSESSING PARENTAL ATTITUDES TOWARD $!#% 0 #%& 1"##& ! $2 & $# $! &)"#&' %"!(& ! 2 $!#") " # > #* VIDEO GAME USE AMONG CHILDREN WITH ADHD "11&" #$ 7& )" #$ #%"# &?% 7 #&' 7* L-+*&" $)' - ; ; ; POSTER 65 % )' &! 8 #% 2" & !5 & $5 ' 22 5)# & 8 #% THE DEVELOPMENT OF MEMORY BINDING PROCESSES IN &)2 &(5)"# $! "!' &?& 5# >& 25! # $! !(- A &> $5 & &" % %" MIDDLE CHILDHOOD ))5 # "#&' #%& 1$#&!# ") 5 &25)!& $2 > '&$(" & 1)"* " $!( % )' &! 8 #% #% ' $ '& - %& 1 & &!# #5'* &?" !& 1" &!#") @ 0 ;6 "## #5'& #$8" ' > '&$ (" & 1)"*0 " 8&)) " 1" &!#") 0 6 $ 1" $! $2 #%& &>& #* $2 >" $5 * 1#$ '5 !( > '&$ (" & 1)"* "!' $#%& !$!#& %!$)$( ") " # > # & - ,/
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COUNTERACTING DETRIMENTAL EFFECTS OF COGNITIVE LOAFING ON TRANSACTIVE MEMORY 6 B ; ;
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Characterizing Neural System Dysfunction in Schizophrenia Current Efforts in Strengthening the Rights of Older Persons via Connectivity, Pharmacology and Computation and How Psychology can Contribute 7* )"! !# &> 0 ")& ! >& #* 7* $ " 5 @$%! @"* $))&(& "!' %& "'5"#& &!#& 0
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Saturday, March 15, 2014 Access to Mental Health Services in Rwanda 9:00am-10:20am 7* "7&) !"!5& &" %& $))&(&0 $)5 7 " ! >& #*
Event Beacon Hill The UN's Response to LGBTQ Human Rights Violations 7* @"!& & : "! $ '%" ! >& #* EPAGS WORKSHOP: I HAVE A BA IN PSYCHOLOGY…. NOW WHAT? Discussant(s): @"!&# - (") " )& (% : ! $! ! >& #* Saturday, March 15, 2014 9:00am-10:20am Saturday, March 15, 2014 9:00am-10:20am 6 Paper Stuart I HAVE A BA IN PSYCHOLOGY…. NOW WHAT? LEARNING PAPERS IV Saturday, March 15, 2014 6 9:00am-10:20am
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ANDREW R DELAMATER (BROOKLYN COLLEGE - CUNY) CARLOS A. ESCOTO (EASTERN CONNECTICUT STATE UNIVERSITY) Prior research has revealed that associations between the conditioned stimulus and the specific sensory features of the unconditioned stimulus in appetitive Pavlovian paradigms are This mini-workshop draws on accumulated wisdom, literature completely immune to various extinction treatments. We have reviews, and recent studies to prepare students for applying to recently explored the effects of extinction when given after a graduate school in psychology. Designed for both prospective more limited amount of Pavlovian training and when the US graduate students and faculty advisors, the panelists will present occurs early within an extended CS, and we find that extinction strategies on preparing for admission requirements, acquiring appears to result in a durable attenuation of control by such research and practical experiences, and selecting compatible associations. graduate programs. Handouts adapted from Graduate Study in Psychology, the Insider's Guide to Graduate Programs in Clinical 9:20am - 9:35am and Counseling Psychology, and the Complete Guide to Graduate School Admission will supplement the presentations. MECHANISMS OF RENEWAL AFTER THE EXTINCTION OF DISCRIMINATED OPERANT BEHAVIOR Saturday, March 15, 2014 9:00am-10:20am TRAVIS P. TODD (DARTMOUTH COLLLEGE), DRINA VURBIC, MARK E. BOUTON (UNIVERSITY OF VERMONT) Symposium Hancock Three experiments demonstrated, and examined the COGNITIVE INVITED SYMPOSIUM: REPRESENTATION mechanisms that underlie, the renewal of extinguished CONSTRUCTION discriminated operant behavior. Experiment 1 demonstrated ABA Saturday, March 15, 2014 renewal when the reinforcement histories of the contexts were 9:00am-10:20am equated by giving complementary training and extinction of two different responses in them. The results suggested that the extinction context inhibits either the response and/or the CHAIR: JOSEPH AUSTERWEIL (BROWN UNIVERSITY) effectiveness of the discriminative stimulus. Experiments 2 and 3 further examined these two mechanisms. REPRESENTATION CONSTRUCTION IN PEOPLE AND COMPUTERS 9:40am - 9:55am Although representations play a key explanatory role in cognitive UNIFYING CHOICE AND PREFERENCE MODELS WITHIN psychology, it is not well understood how they are learned or THE COMPOSITIONAL SAMPLE SPACE change with experience. In this symposium, we will discuss modern computational frameworks from both connectionist and GREG JENSEN (COLUMBIA UNIVERSITY) Bayesian perspectives that construct their own representations. The symposium will focus on the psychological insights and Compositional analysis provides a natural sample space for the implications of the computational frameworks, empirical tests of study of choice and preference. By correctly reflecting the predictions derived from the frameworks, and compare them from symmetries and constraints of the sample space, this approach a collaborative, rather than competitive, perspective. can accommodate all molar phenomena reported in studies of concurrent choice, including differences in contingency Presentations discriminability and violations of scale invariance. The framework also provides a bridge between the fields of animal learning and An Overview of Representation Construction in People and human decision making, which have hitherto rarely sought Computers common theoretical ground. by Joseph Austerweil (Brown University)
Saturday, March 15, 2014 Parameters vs. Structure: Representation Building, 9:00am-10:20am Learning, and the Brain by Todd Gureckis (New York University) Saturday, March 15 Saturday, Invited Speaker Terrace Memory as Representation Learning PREPARING FOR GRADUATE SCHOOL IN PSYCHOLOGY: by Samuel Gershman (Massachusetts Institute of Technology) MINI-WORKSHOP I Saturday, March 15, 2014 Bayesian Reasoning with Constructive Neural Networks 9:00am-10:20am by Milad Kharratzadeh (McGill University)
Discussant(s): Joseph Austerweil (Brown University) CHAIR: JOHN NORCROSS (UNIVERSITY OF SCRANTON) Saturday, March 15, 2014 JOHN C. NORCROSS (UNIVERSITY OF SCRANTON) 9:00am-10:20am SUSAN KRAUS WHITBOURNE (UNIVERSITY OF MASSACHUSETTS) 112
Symposium Winthrop Guided reading and writing assignments in Biological HISTORY INVITED SYMPOSIUM: INTERNATIONAL Psychology courses PERSPECTIVES by Jill Grose-Fifer (John Jay College and the Graduate Center, Saturday, March 15, 2014 CUNY), Christopher Davis (John Jay College, CUNY), Karyna 9:00am-10:20am Pryiomka (The Graduate Center, CUNY)
Increasing awareness of Autism Spectrum Disorders in the CHAIR: DAVID B. BAKER (UNIVERSITY OF AKRON) College Population by Kristen Gillespie-Lynch (College of Staten Island and the This invited symposium on the history of psychology brings Graduate Center, CUNY), Rita Obeid (College of Staten Island together the diverse perspectives of Uwe Gielen, Professor of and the Graduate Center, CUNY), Fumio Someki (College of Psychology at St. Francis College and Executive Director of the Staten Island, CUNY), Christina Shane-Simpson (College of Institute for International and Cross-Cultural Psychology, Fabian Staten Island and the Graduate Center, CUNY), Dennis Bublitz Agiurgioaei Boie, School Psychologist and formerly of the Albert (College of Staten Island and the Graduate Center, CUNY), Ellis Institute, and David B. Baker, Professor of Psychology and Patricia Brooks (College of Staten Island and the Graduate Margaret Clark Morgan Executive Director at the Center for the Center, CUNY) History of Psychology, University of Akron. Learning goals/objectives and assessment strategies: Is Presentations there a connection? by Emily Dow (The Graduate Center, CUNY), Maureen O'Connor Magazin der Erfahrungsseelenkunde (1783 - 1793): The (John Jay College and the Graduate Center, CUNY) World's First Psychology Journal by Uwe Gielen, St. Francis College Discussant(s): Susan Nolan; (Seton HallVvr v
Psychology in Romania: The Myth of Phoenix by Fabian Agiurgioaei Boie, St. John's University Saturday, March 15, 2014 10:30am-11:50am Discussant(s): David B. Baker, University of Akron Invited Speaker Georgian Saturday, March 15, 2014 PRESIDENTIAL ADDRESS: THOMAS ZENTALL 9:00am-10:20am Saturday, March 15, 2014 10:30am-11:50am Paper Thoreau SYMPOSIUM: TURNING TEACHING INTO RESEARCH: EXAMPLES FROM THE GSTA CHAIR: DEBRA ZELLNER (MONTCLAIR STATE UNIVERSITY) Saturday, March 15, 2014 9:00am-10:20am THE BEHAVIORAL ORIGINS OF HUMAN SUBOPTIMAL CHOICE
CHAIR: Q6USD8D6E7SPPFT; MAUREEN O'CONNOR (SETON THOMAS R. ZENTALL (UNIVERSITY OF KENTUCKY) HALLUNIVERSITY; THE GRADUATE CENTER, CUNY) Humans choose suboptimally when, for example, (1) they engage in games of chance (commercial gambling, e.g., slot TURNING TEACHING INTO RESEARCH: EXAMPLES FROM machines, lottery tickets), (2) when less is valued over more THE GSTA (e.g., a bronze medal makes the recipient happier than a silver medal), and (3) when past investment affects future choice (sunk Four papers from faculty and student leaders of the STP cost). We have found that all three effects and others can be Graduate Student Teaching Association demonstrate how demonstrated in animals. The implication of these findings is that research on effective pedagogy may be incorporated into one’s these behaviors are not uniquely human and have basic teaching activities. Topics range from the promotion of effective behavioral origins. study habits through meta-cognitive awareness, the use of scaffolded assignments to teach reading, note-taking, and paraphrasing of journal articles, the use of subject pools to raise Saturday, March 15, 2014 awareness about Autism Spectrum Disorders, and an exploration 12:00pm-1:20pm of how new instructors select and use assessment strategies. Paper Hancock Presentations COGNITIVE PAPERS: MEMORY Saturday, March 15, 2014 Self-monitoring of study habits in an online community 12:00pm-1:20pm by Anna Schwartz (College of Staten Island and the Graduate Center, CUNY), Kasey Powers (College of Staten Island and the Graduate Center, CUNY) 113
CHAIR: KATHERINE MOEN (SETON HALL UNIVERSITY) 1:00pm - 1:15pm
IS ANTICIPATION MORE IMPORTANT THAN ACCURACY? 12:00pm - 12:15pm THREAT ALTERS MEMORY FOR IMPLIED MOTION SELECTIVE ATTENTION IMPAIRS RECOGNITION MEMORY MICHAEL GREENSTEIN (SAINT PETER'S UNIVERSITY), FOR BOTH INITIAL AND SUBSEQUENT TESTING. NANCY FRANKLIN (STONY BROOK UNIVERSITY), MARIANA MARTINS (COLUMBIA UNIVERSITY), CHRISTINE SEWACK, KATHERINE MOEN, MARIANNE E. LLOYD (SETON HALL MARKUS MAIER (UNIVERSITY OF MUNICH) UNIVERSITY) The current experiments demonstrated a predicted tendency to Selective attention (SA) involves attending to one stimulus while anticipate future action in threatening situations. Participants ignoring other distracting stimuli (Mulligan, 2008). Despite viewed displays of moving dots and indicated from immediate research showing SA influences memory, there is no conclusive memory the final positions the dots had occupied. evidence whether SA impacts memory more at encoding or Representational momentum effects emerged for neutral, retrieval. One experiment examined the effect of SA on threatening, and happy interpretations, whereby the final position recognition memory performance. Results indicate that SA was remembered farther along the path than it had been. This impacts memory at initial and subsequent testing. Implications for effect was systematically larger for threatening than neutral or educational settings as well as theories of recognition memory happy interpretations. Implications for eyewitness memory will be will be discussed. discussed. Mulligan, N. W. (2008). Attention and Memory. In H. L. Roediger (Ed.), Learning and Memory: A Comprehensive Reference Saturday, March 15, 2014 (7-22). Oxford: Elsevier. 12:00pm-1:20pm
12:20pm - 12:35pm Symposium Georgian PRESIDENTIAL INVITED SYMPOSIUM: ADVANCES IN IS RETRIEVAL-INDUCED FORGETTING DEPENDENT ON ANIMAL COGNITION COMPETITION BETWEEN EXEMPLARS? Saturday, March 15, 2014 12:00pm-1:20pm JULIA SOARES, CODY W. POLACK, GONZALO MIGUEZ, RALPH R. MILLER (STATE UNIVERSITY OF NEW YORK AT CHAIR: IRENE PEPPERBERG (HARVARD UNIVERSITY) BINGHAMTON)
The inhibition account of retrieval-induced forgetting (RIF) CLOSING THE "GAP:" ADVANCES IN ANIMAL COGNITION stipulates that during the retrieval practice phase of RIF studies, unpracticed target items compete with practiced items within a All animals process information; a few of the questions that arise category, and are subsequently inhibited. We tested the with respect to nonhumans involve the type of information assumption that RIF is competition-dependent by creating word processed, how much is being processed, the modality in which it pairs within categories with more or less similar stems, expecting is being processed, and the extent to which animal processing is more completion with high similarity. Contrary to the competition both similar to and different from that of human cognitive assumption, we did not see greater RIF for target items with high processes. By studying a variety of species in a number of similarity. different tasks, the researchers in this symposium are providing some answers. 12:40pm - 12:55pm Presentations INITIAL TESTING SHIFTS ATTENTION DURING MISINFORMATION PROCESSING Temporal Integration and Cognition in Birds by Robert Cook & Muhammad A. J. Qadri, Tufts University LEAMARIE T. GORDON (TUFTS UNIVERSITY), JOHN B. Saturday, March 15 Saturday, BULEVICH (STOCKTON COLLEGE), AYANNA K. THOMAS Recognition of Amodal and Modally Completed Shapes by a (TUFTS UNIVERSITY) Grey Parrot (Psittacus erithacus) by Irene M. Pepperberg, Harvard University The present study examined whether initial testing affects attention allocation to post-event information in the Reflections of Dolphin and Elephant Minds misinformation paradigm. In two experiments, we tested whether by Diana Reiss, Hunter College, CUNY retrieval accuracy on an initial test interacted with shifts in attention to details in a post-event narrative. We found that the Evolutionary Economics: Mapping Decision-Making Traits in differential attention allocation demonstrated by a repeated test Chimpanzees and Bonobos group was driven by performance on the initial test. These by Alexandra G. Rosati, Yale University experiments provide insight into how testing potentiates learning of subsequent misinformation. Saturday, March 15, 2014 12:00pm-1:20pm 114
INTERNATIONAL STUDENTS’ SOCIAL AND Symposium Berkeley PSYCHOLOGICAL ADAPTATION FOR TRAINING IN RUSSIA by Galina Kameneva (Peoples' Friendship University of Russia) INTERNATIONAL SYMPOSIUM: INTER-ETHNIC TENSIONS IN THE MULTI-CULTURAL UNIVERSITY Discussant(s): Marina Volk, Svetlana Moskvitcheva ((Peoples' Saturday, March 15, 2014 Friendship University of Russia)) 12:00pm-1:20pm Saturday, March 15, 2014 CHAIR: ELENA CHEBOTAREVA (PEOPLES’ FRIENDSHIP 12:00pm-1:20pm UNIVERSITY OF RUSSIA) Paper White Hill INTER-ETHNIC TENSIONS IN THE MULTICULTURAL DEVELOPMENTAL SYMPOSIUM: BELIEF REVISION AND UNIVERSITY THEORY CHANGE IN DEVELOPMENT Saturday, March 15, 2014 The empirical researches showed that conflicts in the students’ 12:00pm-1:20pm inter-ethnic communication can be considered as compensation of weak personal abilities to achieve their life goals. It was also proved that liaising with natives improves the process of CHAIR: DAVID SOBEL intercultural adaptation. Specifics of the tolerance, personality traits and their relationships in students from different regions BELIEF REVISION AND THEORY CHANGE IN were described. A number of positive and negative associations DEVELOPMENT between the personal traits and the features of foreign language acquisition were revealed. Cognitive development and learning often involves belief revision – children’s concepts of the world are constantly changing based Presentations on observing new data and being told new knowledge. The four presentations in this symposium examine how and when children THE STUDENTS’ SELF REALIZATION STYLES AS FACTORS are able to change their explicit beliefs about the world based on OF INTERETHNIC TENTION IN MULTUCULTURAL observing counterevidence, hearing contradictory testimony, or UNIVERSITY specialized education. Our discussion will focus on whether the by Elena Chebotareva (Peoples' Friendship University of Russia) ways in which children engage in such theory change are rational. CLOSE RELATIONSHIPS AS FACTOR OF INTERETHNIC TENSION REDUCTION Presentations by Elina Kaminskaya (Peoples' Friendship University of Russia) Evidence and Explanation in Children's Belief Revision by Deanna Macris (Brown University) TOLERANCE AND PERSONALITY TRAITS IN STUDENTS David M. Sobel (Brown University) FROM DIFFERENT RUSSIAN REGIONS by Irina Novikova (Peoples’ Friendship University of Russia), A Computational Case Study of Theory Change in the Asiyat Murzakanova (Peoples’ Friendship University of Russia) Domain of Magnetism by Elizabeth Bonawitz (Rutgers University) PERSONAL TRAITS AND FEATURES OF FOREIGN Tomer Ullman (MIT) LANGUAGE ACQUISITION IN LINGUISTIC STUDENTS Sophie Bridgers (UC Berkeley) by Alexandra Vorobyeva (Peoples’ Friendship University of Alison Gopnik (UC Berkeley) Russia) Josh Tenenbaum (MIT)
PSYCHOLOGICAL FEATURES OF INTERNATIONAL STUDENTS’ HARDINESS The Roles of Intuition and Informants' Expertise in by Olga Kadilnikova (Peoples’ Friendship University of Russia) Children's Epistemic Trust by Jonathan D. Lane (Harvard University) PERSONAL REPRESENTATIONS OF SUCCESSFULNESS Paul L. Harris (Harvard University) by Valeria Tarkhova (Peoples’ Friendship University of Russia) Intuitive Biological Reasoning in Biology Majors and Non DIVERSITY IN THE RESULTS OF CROSS-CULTURAL Majors RESEARCHES: A PROBLEM OF DATA PROCESSING by John D. Coley (Northeastern University) by Elena Belovol (Moscow State Pedagogical University) Melanie Arenson (Northeastern University) Vladimir Shurupov (Peoples' Friendship University of Russia) Saturday, March 15, 2014 FEATURES OF WESTERN ART MOVEMENTS IN WORKS OF RUSSIAN ARTIST 12:00pm-1:20pm by Anastasia Chebotareva (Russian State University for Humanities) Event Beacon Hill 115
EPAGS WORKSHOP: VIOLENCE IN THE MEDIA correlated with the Total # Findings for the Plaintiff as predicted. Saturday, March 15, 2014 Factor analysis revealed consistent clustering of items dealing 12:00pm-1:20pm with Responsibility, Privacy, Fairness, Money and Evidence. Jurors do not come to civil court with mental “blank slates” to hear the evidence of the two sides. CHAIR: ASHLEY WALSH (ROWAN UNIVERSITY) 12:40pm - 12:55pm VIOLENCE IN THE MEDIA UNDERSTANDING DEATH PENALTY ATTITUDES THROUGH ASHLEY WALSH (ROWAN UNIVERSITY), JILL SWIRSKY THE LENS OF EPISTEMOLOGICAL ORIENTATIONS (ROWAN UNIVERSITY) RITA M. DEOLIVEIRA, EDD, JUDITH PLATANIA (ROGER What is it about violence that we as a culture find so interesting, WILLIAMS UNIVERSITY) even funny? There has been so much talk about whether violence in the media plays a role in individuals growing up to This study examined the extent to which procedural knowledge, perpetrate acts of violence, but is there any evidence to support specifically separate knowing and connected knowing, as well as that idea? This event will discuss the effects of violence in the death penalty views predicted attitudes toward the death penalty. media as a social norm, and will explore the prevention strategy In addition, this study also investigated the extent to which known as "Media-Literary". separate knowing, connected knowing, and attitudes toward the death penalty predicted empathy. It was found that separate Saturday, March 15, 2014 knowing predicted pro-death penalty attitudes and both connected knowing and pro-death penalty attitudes predicted 12:00pm-1:20pm high scores on empathy.
Paper Whittier 1:00pm - 1:15pm APPLIED PAPERS: LEGAL/FORENSIC ISSUES Saturday, March 15, 2014 POSITIVE PRE-TRIAL PUBLICITY AND MOCK JURORS’ 12:00pm-1:20pm DECISIONS ABOUT GUILT AND SENTENCING.
SUZANNE MANNES (WIDENER UNIVERSITY) CHAIR: SUaANI@ MANNES (WIDENER UNIVERSITY) Does positive pre-trial publicity (PTP) have a beneficial effect for a murder trial defendant? Participants read positive or negative 12:00pm - 12:15pm news articles about the defendant, or articles about an unrelated crime. Participants then read about the murder. Participants with THE COLD CASE EFFECT IN JURY SENTENCING positive PTP and unrelated articles were less likely to find the defendant guilty than those with negative PTP. Negative PTP RICHARD CONTI (KEAN UNIVERSITY), WILLIAM RYAN participants were more confident in their decisions and were (ACCELERATED EXPERIENTIAL DYNAMIC more likely to find the defendant guilty of an unrelated crime. PSYCHOTHERAPY INSTITUTE)
The present study is based on the case of Gerald Mason, who Saturday, March 15, 2014 murdered two police officers and committed rape in 1957. It was 12:00pm-1:20pm hypothesized that the longer between the commission of the crime and the trial, the more lenient the recommended sentence. Symposium Statler Longer sentencing recommendations and were associated with CLINICAL SYMPOSIUM: NEUROBIOMARKERS OF higher scores on the Belief in Just World Scale (BJW), the SUSCEPTIBILITY FOR NEUROPSYCHIATRIC ILLNESS Revised Legal Attitudes Questionnaire (RLAQ), and the Attitudes USING ANIMAL MODELS Toward the Criminal Legal System Scale (ATCLS) in both Saturday, March 15, 2014 conditions. 12:00pm-1:20pm Saturday, March 15 Saturday, 12:20pm - 12:35pm CHAIR: DEBORAH J. WALDER (BROOKLYN COLLEGE OF FINAL VERSION OF A CIVIL JUROR BIAS SCALE TO PREDICT VERDICTS IN CASES ALLEGING DEFAMATION THE CITY UNIVERSITY OF NEW YORK)
CLINICAL SYMPOSIUM: NEUROBIOMARKERS OF MARGARET ANNE HAGEN, CHARLES EDWARDS, JEFF SUSCEPTIBILITY FOR NEUROPSYCHIATRIC ILLNESS FORTIN, SUSAN CORIE WHITE, KATY TAYLOR (BOSTON USING ANIMAL MODELS: SEX-SPECIFICITY, UNIVERSITY) NEUROHORMONES AND SOCIAL STRESS
Jurors read 7 defamation trial scenarios, reached verdicts, then The role of biological sex and neurohormonal influences on the took a provisional Civil Juror Bias Scale (CJBS) that is now in its manifestation of a wide range of neuropsychiatric disorders is third stage of development. Total CJBS Score was reliably gaining increased attention in the literature. This symposium 116 presents findings from experimental animal studies that point to 12:00pm-1:20pm sex-specific and age-related hormonal influences on social behavior, social and affective processing and brain Paper characteristics implicated in psychiatric disorders. In addition, the contributions of social stress, neuroadaptive mechanisms, SOCIAL PAPERS: EXCLUSION AND SOCIAL STRESS and neurocircuits that mediate social stress, to alcohol and other Saturday, March 15, 2014 drug abuse will be examined. Collectively, the presented findings 12:00pm-1:20pm have implications for understanding neurobiological mechanisms that may underlie human clinical conditions such as autism spectrum disorders and post-traumatic stress disorder, with CHAIR: MICHAEL J. BERNSTEIN (PENN STATE UNIVERSITY translational treatment implications. ABINGTON)
Presentations 12:00pm - 12:15pm
Age- and sex-specific regulation of social behavior by GENDER DIFFERENCES IN THE SOCIAL COST OF vasopressin and oxytocin AFFECTIVE DEVIANCE by Alexa Veenema, Boston College EMILY R. DANIELS (ARCADIA UNIVERSITY); VERONIKA S. Sex differences in fear processing: behavioral and BAILEY (ARCADIA UNIVERSITY); YEVGENIY M. OLKHOV neuroanatomical markers of extreme responses (ARCADIA UNIVERSITY); CHRISTINA M. BROWN (ARCADIA by Rebecca Shansky (Northeastern University) UNIVERSITY)
Oxytocin administration during birth alters offspring Facial expressions of emotion are used everyday as a means of behavior, physiology, and neural activation communication. Because of this, non-normative emotions could by Jason Lee (Northeastern University) potentially cause social conflict or social rejection. We found that the extent of social punishment following inappropriate facial Social Stress and Neuroadaptions: Preclinical Evidence for expressions is greatly affected by gender norms surrounding Intervention in Escalated Intake of Alcohol and Cocaine emotion displays. Because women are expected to be more by Klaus Miczek (Tufts University) expressive than men, women were punished more for their deviant expressions (relative to normative expressions) than Saturday, March 15, 2014 were men. 12:00pm-1:20pm 12:20pm - 12:35pm Invited Speaker Terrace COPING STRATEGIES, BASIC NEEDS, AND WORKPLACE APPLYING TO GRADUATE SCHOOL IN PSYCHOLOGY: REJECTION MINI-WORKSHOP II Saturday, March 15, 2014 LYNNE ASHLEY LAZOR, MSED 12:00pm-1:20pm Coping with rejection in the workplace is difficult. We were interested in examining how coping strategies affect employees’ CHAIR: JOHN NORCROSS (UNIVERSITY OF SCRANTON) experience of social rejection. We explore different coping strategies and how they impact the desire to quit a job where JOHN C. NORCROSS (UNIVERSITY OF SCRANTON) rejection occurs. Utilizing the Basic Needs Inventory, PANAS, THOMAS P. HOGAN (UNIVERSITY OF SCRANTON) and the BriefCOPE inventory, we found a surprising difference SUSAN KRAUS WHITBOURNE (UNIVERSITY OF such that maladaptive coping strategies produced greater basic MASSACHUSETTS) needs and less desire to quit than did positive coping strategies.
12:40pm - 12:55pm
SOCIAL OSTRACISM AND STEREOTYPING: LIFE ALONE This mini-workshop draws on research studies and faculty PREDICTS DECREASED STEREOTYPE APPLICATION experience to provide evidence-based advice on applying to graduate school in psychology. The panelists will present BRITTANY WHITE (PENN STATE ABINGTON) anxiety-reducing strategies for completing graduate applications, securing letters of recommendation, writing personal statements, We examined whether social ostracism reduced stereotyping mastering the admission interview, and making final decisions. even when using a paradigm known for its numbing effects. Handouts adapted from the Insider's Guide to Graduate Participants were excluded or included via future life Programs in Clinical and Counseling Psychology and the manipulation and then read a jury case in which they had to Complete Guide to Graduate School Admission supplement the determine the punishment for a defendant. We varied the race of presentations. the defendant in this case of aggression (White or Black). Results indicated participants stereotyped less after being excluded. Saturday, March 15, 2014 117
Saturday, March 15, 2014 Third Culture Kids (TCKs) have spent a significant period of time 12:00pm-1:20pm living in one or more cultures other than their birth culture. Can this construct be validly and reliably measured using the TCK Questionnaire? Do TCKs acquire advantages such as Symposium Winthrop heightened socio-cultural flexibility in adulthood? What costs, INVITED SYMPOSIUM: NONTRADITIONAL APPROACHES TO such as difficulty with cultural identity commitment, are incurred BEHAVIORAL HEALTHCARE by adult TCKs? These and other questions were investigated in Saturday, March 15, 2014 the present study, sampling 282 participants from 101 countries. 12:00pm-1:20pm POSTER 2
CHAIR: ASTRID BEIGEL (DEPARTMENT OF MENTAL RELATIONSHIP BETWEEN MATERNAL PARENTING STYLE HEALTH, COUNTY OF LOS ANGELES) AND HIGH SCHOOL ACHIEVEMENT AND SELF-ESTEEM IN CHINA, TURKEY AND USA Behavioral healthcare systems must provide services in settings XIAN LI, JOAN NEWMAN, HAMIDE YILMAZ-GOZU, SHUYI outside of traditional mental health centers including primary care GUAN, JIEUN LEE, YURIKO SASAKI (UNIVERSTY AT ALBANY and community based settings. Implementing this integrated STATE UNIVERSITY OF NEW YORK) approach is essential and viable to achieve effectiveness for the overall healthcare system. Both a conceptual framework This cross-cultural study investigated country differences in the describing a public health approach to behavioral health service relationship between maternal parenting styles, high school delivery and a pediatric project providing trauma screening by achievement and self-esteem. 634 undergraduates (China 207, pediatricians in primary care settings facilitating linkage to Turkey 196, USA 231) completed Buri's Parent Authority behavioral health treatment are presented. Questionnaire (yielding scores on authoritarian, authoritative and permissive parenting), Rosenberg's self-esteem scale and Presentations reported their high school achievement. Results showed country differences in the prevalence of the three parenting styles, and Overview and Rationale for Developing and Identifying New some differences in the way each parenting style was related to Approaches to Behavioral Healthcare adolescent outcomes. by Astrid Beigel, Department of Mental Health, County of Los Angeles POSTER 3 A Conceptual Foundation for A Public Health Approach For RELATIONSHIP BETWEEN MATERNAL PARENTING STYLE Behavioral Healthcare AND HIGH SCHOOL ACHIEVEMENT AND SELF-ESTEEM IN by Arthur C. Evans, Jr., Department of Behavioral Health and CHINA, TURKEY AND USA Intellectual disability Services, City of Philadelphia and University of Pennsylvania XIAN LI, JOAN NEWMAN, HAMIDE YILMAZ-GOZU, SHUYI GUAN, JI EUN LEE, YURIKO SASAKI (UNIVERSITY AT Trauma-Informed Systems of Care: The Philadelphia ALBANY STATE UNIVERSITY OF NEW YORK) Alliance for Child Trauma Services by Kamilah Jackson, Community Behavioral Health, City of This cross-cultural study investigated country differences in the Philadelphia relationship between maternal parenting styles, high school achievement and self-esteem. 634 undergraduates (China 207, Turkey 196, USA 231) completed Buri's Parent Authority Questionnaire (yielding scores on authoritarian, authoritative and Saturday, March 15, 2014 permissive parenting), Rosenberg's self-esteem scale and 1:30pm-2:50pm reported their high school achievement. Results showed country differences in the prevalence of the three parenting styles, and Poster Imperial Ballroom some differences in the way each parenting style was related to adolescent outcomes. INTERNATIONAL POSTERS Saturday, March 15 Saturday, Saturday, March 15, 2014 POSTER 4 1:30pm-2:50pm CHARACTERISTICS OF LEFT BEHIND CHILDREN IN CHAIR: MERCEDES MCCORMICK (PACE UNIVERSITY) DIFFERENT RURAL CONTEXTS OF CHINA
CHENG QIAN, KAYE COOK (GORDON COLLEGE) POSTER 1 Over 61 million children are left behind in rural China as their CULTURAL HYBRIDITY: SELF-MONITORING AND ETHNIC parents migrate to the cities in search of employment. These IDENTITY COMMITMENT IN THIRD CULTURE KIDS children, known as “Left Behind Children”, are often victims of neglect and encounter many critical situations that differentiate SAMUEL R KOVAL, INGMAR GORMAN (THE NEW SCHOOL) them from their non-left behind peers. In this study, we examine 427 fifth grade students in rural eastern China using a 118 demographic survey and the Achenbach Child Behavior GINA MARIE MAJOR, BACHELOR'S (MAY 2014) (BOSTON Checklist Youth Self Report. UNIVERSITY)
POSTER 5 Despite centuries of human rights conventions, there are still disagreements regarding the extent to which human rights are ASSESSMENT OF AN “INTERNATIONALIZED” inherent or dependent on legal or judicial decisions as well as the PSYCHOLOGY COURSE exact rights or freedoms embodied in “human rights.” Definitions of “rights” from 747 participants from the Middle East, Algeria, RICHARD VELAYO, CORY REANO, LUCIO FORTI (PACE and Ghana were coded into four major categories; the majority of UNIVERSITY, NEW YORK, NY) definitions focused on their basis (inherent or legal), orientation (freedom or duty), or nature. Given the increasing interest to “internationalize” the psychology curriculum, a student survey was developed to evaluate the POSTER 9 extent to which a course is internationalized. This survey assesses various curricular goals (psychological knowledge, SOCIAL CAPITAL AS A PREDICTOR OF HEALTH AMONG methodological issues, discipline of psychology, interpersonal INDIAN YOUTH understanding, global issues) and course-related strategies (lectures, classroom activities, writing assignments, and use of LAUREN HAGEMANN (YESHIVA UNIVERSITY), YVETTE internet-based technologies) in infusing international content and FRUCHTER (YESHIVA UNIVERSITY), SONIA SUCHDAY perspective. Preliminary findings as well as instructor and student (YESHIVA UNIVERSITY) feedback are presented. Little is known about Social capital (SC), a heterogeneous POSTER 6 construct including social networks, social norms, and trust amongst community members in collectivist cultures. This study VALIDATION OF A BRIEF AUTISM SCREENER IN TANZANIA examined relationships between SC subscales (SCs), socioeconomic status (SES), social support (SS), and health in AILISH BARRY (ROGER WILLIAMS UNIVERSITY), ERIC H. Indian college students (N=237,75.5?males). Practical Support, ZIMAK, ASHLEY L. JOHNSON (ALPERT MEDICAL SCHOOL Past Social Disadvantages, and Current Social Disadvantages OF BROWN UNIVERSITY) (SCs) independently predicted depression when controlling for age and gender (p<.05). Past and Current Social Disadvantages There are few studies that have validated autism spectrum (SCs) independently predicted somatic complaints (p<.05) disorder (ASD) screening instruments for use in African countries. The current study used a 10-item ASD-specific POSTER 10 screening questionaire derived from a study conducted in Uganda (Grether et al., 2013). By conducting “best practice” ASD CAREER ANCHORS OF BRAZILIAN STUDENTS FROM A diagnostic assessments among a small sample of children in PUBLIC UNIVERSITY Tanzania (n=31), we expanded the research by measuring the sensitivity and specificity of these ten questions and thus ISABELLA PEREIRA MARTINS, UNDERGRADUATE, demonstrating generalizability to Tanzania. GABRIELA BRASIL MOKARIN, UNDERRADUATE, DELBA TEIXEIRA RODRIGUES BARROS (UNIVERSIDADE FEDERAL POSTER 7 DE MINAS GERAIS)
DEFINITIONS OF TERRORISM: Career anchor is defined as the one thing a person would not A COMPREHENSIVE LOOK AT PERCEPTUAL DIFFERENCES give up if forced to make choice in her career. In this study the BETWEEN THE WEST AND THE MIDDLE EAST Schein’s Career Anchors Inventory was administered to 219 undergraduate students of different courses and varied ages of both gender from a public university in Brazil. Lifestyle was the SARAH DOLATY, ANNA SAMKAVITZ, KATHIE most common anchor among the students followed by MALLEY-MORRISON (BOSTON UNIVERSITY) Service/Dedication to a Cause and the less common one was General Managerial Competence. How we define words is both a reflection of our past experiences and a predictor of our future behavior. In a sample of 1041 Saturday, March 15, 2014 Western and 528 Middle Eastern survey respondents, we 1:30pm-2:50pm compared definitions of terrorism for valence, moral themes, and judgments. Findings show group differences, with Middle Eastern Poster Imperial Ballroom participants putting a greater emphasis on moral issues and Western participants emphasizing processes and motives TEACHING POSTERS involved in terrorism. Saturday, March 15, 2014 1:30pm-2:50pm POSTER 8
PERSPECTIVES OF THE DEFINITION OF HUMAN RIGHTS IN CHAIR: STACEY ZAREMBA (MORAVIAN COLLEGE) AFRICA AND THE MIDDLE EAST: A COMPARATIVE STUDY 119
POSTER 1 classes. Results suggest that students are better equipped to make decisions about pursuing an education/career in USING PSYCHOLOGY GAMES AND ACTIVITIES OF psychology after the presentation. Limitations and future YESTERYEAR TO PREPARE FOR OUR FUTURE research directions are discussed.
RONALD G. SHAPIRO (RONALD G. SHAPIRO, QC9LLC) POSTER 5
Would you like to deliver a program for your psychology class, ADULT STUDENTS RETURNING TO SCHOOL FOR club, conference, or honor society which participants have PSYCHOLOGY described as amazing, awesome, cool, educational, endearing, insightful, fabulous, fascinating, fun, hilarious, insightful, LINDSAY A. PHILLIPS, ABPP, DENISE COOK, LISA interesting and mind-blowing? If so, please check out this poster SCHANBACHER, CYNTHIA WHITLEY (ALBRIGHT COLLEGE) which explains how learning from a series of psychology related activities (some original, some classical) presented in a one to This study examined adult students’ perspectives on what led two hour program, may improve academic performance, job them to return to school to major in psychology. Forty three performance, and/or family communication. students responded to a quantitative and qualitative survey. A majority of participants stated they returned to school for POSTER 2 psychology because they wish to pursue work in counseling or social services. In qualitative responses, participants stated they THE PROFESSOR-STUDENT RAPPORT SCALE PREDICTS are attracted to a psychology degree due to the degree leading to WHETHER STUDENTS WILL ASK FOR HELP many different career options.
NICHOLAS FRANC, LAUREN GILBORGES, RICHARD WESP POSTER 6 (EAST STROUDSBURG UNIVERSITY) USING SIMULATED COUNSELING SESSIONS TO TEACH We asked undergraduate students to complete the BASIC COUNSELING SKILLS TO UNDERGRADUATES Professor-Student Rapport Scale (PSRS) as it applied to either an instructor they were comfortable asking for academic help or CHERYL NEWBURG (LOCK HAVEN UNIVERSITY) one with whom they were not comfortable. The PSRS and two subscales accurately differentiated between those considering an This poster will review an approach to teaching basic counseling instructor students would and would not ask for help. We skills to undergraduates. Students meet in the instructor’s private suggest that instructors might use the PSRS to assess whether practice office and conduct simulated counseling sessions with students would ask them for help and use evidence for their fellow class members. Students take turns being the improvement. “therapist,” the “client,” and observer. The “client” is a fictional character developed by the student for use in these sessions. POSTER 3 The “therapist” interacts with the “client” by using the counseling skills being discussed in class. COMPARING TUTORING EFFECTIVENESS WITH INTERNET VIDEOS AND QUIZZES POSTER 7
DEANO GRAHAM, JYH-HANN CHANG, AISHA PRODANI CONCEPT MAPS AS AN INSTRUMENT FOR ASSESSING (EAST STROUDSBURG UNIVERSITY) CROSS-DISCIPLINARY KNOWLEDGE: CHALLENGES AND PROMISES Peer tutoring has been shown to be effective tools in helping students grasp new concepts. This study, peer tutors were given JOANNA K. GARNER (OLD DOMINION UNIVERSITY), AVI a tutoring strategy to implement in their weekly meetings. KAPLAN (TEMPLE UNIVERSITY), STEPHANIE HATHCOCK Average changes in scores will be compared to previous tutoring (OLD DOMINION UNIVERSITY) whereby no strategies were offered. Data analysis will be comparing treatment, gender and type of course. Academic Concept maps have been used primarily to assess disciplinary self-concept scale has been given to both parties. Results were knowledge and its change. Their use to assess interdisciplinary gathered, results are forthcoming. knowledge meets several challenges, first among them is March 15 Saturday, defining interdisciplinary knowledge itself. This presentation will POSTER 4 describe the process of a collaborative effort involving four science faculty members from different disciplines to develop a TEACHING HIGH SCHOOL STUDENTS ABOUT EDUCATION rubric for assessing level, quality, and change in interdisciplinary AND CAREER OPTIONS IN PSYCHOLOGY science knowledge. The rubric can serve others seeking to conduct such assessment. VICTORIA ORTOLANI, THERESA GAGLIARDI, CHELSEA BREIMANN, ROBERT BUTLER (KING'S COLLEGE) POSTER 8
Misconceptions about psychology, as a major in college and a PREDICTORS OF SUCCESS IN AN UNDERGRADUATE career, lead to a need for education/awareness programs (Nauta, STATISTICS COURSE 2002). The researchers assess the impact of a one hour educational program presented in high school psychology HOWARD M. REID, KAREN O'QUIN (SUNY BUFFALO STATE) 120
individual professors. Sixty-one undergraduate students enrolled in an introductory psychological statistics course completed an 80-item POSTER 2 questionnaire designed to identify predictors of course performance. Regression analyses indicated that positive WHAT DO STUDENTS KNOW ABOUT WHAT THEY KNOW IN experiences with psychology faculty and courses, as well as the PSYCHOLOGY? student’s history and plans for dieting, were significant predictors. Factors previously identified in the literature, including opinion of STEPHANIE KUEHNE, CRYSTAL RAINEY, D. ALAN BENSLEY, statistics and personality characteristics such as introspection, ANGELA BARTLETT, AA, KRISTA HART, NATHAN MAUST, were not found to be significant predictors in the regression AA, CRISTINA WEINER, AA (FROSTBURG STATE analyses. UNIVERSITY)
POSTER 9 We investigated the accuracy of students’ metacognitive judgments of their knowledge of psychology in relation to GETPSYCHED: BLOGGING AS A UNIQUE UTILITY FOR performance on a new test of psychological knowledge and STUDENT LEARNING misconceptions. Neither the mean of certainty ratings of the correctness of item responses nor students’ estimates of their JOSEPH D. MIGNONE (WEST CHESTER), JENNIFER A. BUNK test scores were correlated with scores on the test, but global (WEST CHESTER UNIVERSITY OF PENNSYLVANIA) ratings of their psychological knowledge were. Generally, students overestimated their test performance, but students in Applied experiences that prepare students to become effective the highest quartile were better calibrated. consumers of research are very valuable and facilitate professional development. A first year graduate psychology POSTER 3 student developed a psychology blog, GETPSYCHED, under the supervision of a faculty member. They will demonstrate how LEARNING VS.PRIDE OF ACCOMPLISHMENT: DIFFERENT blogging provided a unique, individualized, applied learning OUTCOMES OF PSYCHOLOGY ASSIGNMENTS experience. The student developed critical thinking skills through interpretations of contemporary research, writing skills, offline HARVEY PINES (CANISIUS COLLEGE), MOLLY P MURRAY, and online networking skills, and increased technological savvy. JUDITH E. LARKIN (CANISIUS COLLEGE)
POSTER 0 Assignments vary in their likelihood of producing pride of accomplishment. Are assignments that succeed in doing so also SELF-EVALUATIONS OF STATISTICS STUDENTS: A TOOL perceived to contribute to learning? Written assignments were TO PREDICT SUCCESS? judged by students on both dimensions. Assignments generating feelings of pride were perceived as requiring “time and effort” AMANDA L. SMITH, SUSAN E. MASON (NIAGARA while assignments judged high in learning value were perceived UNIVERSITY) to have “helped me understand the course material.” Teachers wishing both outcomes face a challenge: Few assignments were The students enrolled in a statistics course for psychology majors judged as accomplishing both. completed a self-assessment on the first day of class. We grouped the students based on later test performance and POSTER 4 compared the assessment responses of high-performing students with the assessment responses of low-performing THE EFFECTS OF TUTORIAL USE ON KNOWLEDGE AND students. Students’ perceptions and the differences between the APPLICATION OF APA STYLE perceptions of stronger and weaker students may provide important information for predicting success in a statistic course. MELANEY COYLE, MARY MAHON, MARIANNE FALLON (CENTRAL CONNECTICUT STATE UNIVERSITY) POSTER 1 Mastering APA style requires knowledge of the rules and the METHODS OF HOMEWORK DELIVERY IN GENERAL ability to apply them using a word processing program. We PSYCHOLOGY. WHICH ONES WORK? assessed undergraduates’ knowledge and application of APA style after referring to the APA Manual or to a tutorial illustrating AMY CORBETT, ANGELIKA HOEHER, EDS (SUNY specific elements of APA style. Although the method of COBLESKILL) instruction produced no differences in knowledge of APA, students who viewed the tutorial applied their knowledge more Professors are often searching for the best method to effectively than those who accessed the APA Manual. supplement and encourage outside preparation for coursework, especially in General Psychology. Most course management POSTER 5 systems (CMS) publishing companies are offering web based companions to the text. This research project compared PSYCHOMETRIC ANALYSIS OF 3-OPTION VERSUS performance with the use of a publisher software vs. CMS 5-OPTION MULTIPLE-CHOICE ITEMS FOR VERBAL submission of homework vs. no formal homework. There are CONTENT benefits and drawbacks of each of these formats. These findings can aid in the decision for what format is most effective for KYLE P. SWARTZ, ELIZABETH M. FAGOTTI, ALISON C. 121
FLOOD, THOMAS P. HOGAN, PHD., PAI-CHEN HSUEH, Organization allows students to attend to the big picture, while BARRETT E. ZIMMERMAN (UNIVERSITY OF SCRANTON) divided attention splits cognitive resources between tasks.
This study provides a direct test of the prediction that 3-option Saturday, March 15, 2014 MC items work more efficiently than 5-option MC items within a 1:30pm-2:50pm given time frame. Participants were randomly divided into those taking stem-equivalent 3-option or 5-option MC items on verbal Invited Speaker Beacon Hill content in a 30 minute period, with the 3-option test providing 18% more items. The 3-option test yielded higher alpha reliability, EPAGS INVITED SPEAKER: STEPS FOR APPLYING TO mean p-values, mean item-test biserial correlations, and higher GRADUATE SCHOOL correlation with SAT Verbal. Saturday, March 15, 2014 1:30pm-2:50pm POSTER 6
WHAT WAS THE ZEITGEIST? STUDENT PROJECTS FOR CHAIR: JILL SWIRSKY (ROWAN UNIVERSITY) THE HISTORY OF PSYCHOLOGY COURSE. APPLYING WITH YOUR EYES WIDE OPEN: STEPS FOR ALVA HUGHES (RANDOLPH-MACON COLLEGE), LINDA J. APPLYING TO GRADUATE SCHOOL WELDON (CCBC - ESSEX) NABIL HASSAN EL-GHOROURY (APAGS), TONY CRESPI, One challenge that teachers of the history of psychology face is EDD, ABPP (UNIVERSITY OF HARTFORD), HEATHER the need to have students understand the historical periods in SIENKIEWICZ (COLLEGE OF ST. JOSEPH) which important psychological events are unfolding. An oral presentation assignment was designed to address this issue. Thinking about applying to graduate school in psychology? Working in groups students prepared historical perspective Attending this workshop will address these questions: presentations focused on a decade associated with different chapters in the text. The presentations provided background - What are the steps to applying to graduate school? information on the historical period and the zeitgeist. - What should I consider when researching programs? How do I find the answers to these questions? POSTER 7 - What are key resources when applying to graduate school?
STUDENTS’ METACOGNITIVE EVALUATIONS OF This program is appropriate for those who are thinking about KNOWLEDGE OF PSYCHOLOGY AND MISCONCEPTIONS applying to graduate school as well as those who are in the middle of the application process. CRYSTAL RAINEY, STEPHANIE KUEHNE, D. ALAN BENSLEY, MACI QUINTANILLA, JORDAN STAGGS, PAIGE WAGNER Saturday, March 15, 2014 (FROSTBURG STATE UNIVERSITY) 1:30pm-2:50pm This study examined students’ knowledge and awareness of their own psychological knowledge in relation to their performance on Invited Speaker Terrace a new test of psychological knowledge and misconceptions. HISTORY INVITED KEYNOTE ADDRESS: ALEXANDRA Their test scores were significantly correlated with the mean RUTHERFORD certainty ratings of the correctness of their item responses as Saturday, March 15, 2014 were their global estimates of their psychological knowledge. 1:30pm-2:50pm Although students often overestimated their test performance, they did show some limited awareness of their own level of psychological knowledge. CHAIR: CLAIRE ETAUGH (BRADLEY UNIVERSITY)
POSTER 8 WOMEN “OUGHT NOT TO HAVE ANY SEX, BUT THEY DO”: AND OTHER TALES OF GENDER IN SCIENCE POWERPOINT PRESENTATION METHOD AND MODALITY March 15 Saturday, AFFECT STUDENTS' LEARNING OUTCOMES ALEXANDRA RUTHERFORD (YORK UNIVERSITY) VICTORIA L BLAKE, VICTORIA L ZIEMBA (UNIVERSITY OF In 1949, Edwin Boring wrote to Helen Peak that women scientists DELAWARE), KRISTEN T BEGOSH (UNIVERSITY OF “ought not to have any sex, but they do.” What did Boring mean DELAWARE) by this? Was he implying that men, by contrast, did not have a sex? Using a mid-20th century case study from the history of Do students learn better if information on PowerPoint slides is psychology, I will explore the ongoing debates about gender and presented all at once (simultaneously) or line by line science and argue that the import of Boring’s statement lingers in (sequentially)? Does presentation modality – auditory, text, or contemporary discourse about the problems women’s lives pose graphic – affect learning? Students viewed either a sequential or for scientific careers. simultaneous PowerPoint presentation and were tested based on presentation modality. Simultaneous condition performed better than the sequential. Auditory questions were most accurate. Saturday, March 15, 2014 122
1:30pm-2:50pm surveyed about their Internet use. A test of independence Chi-square indicated significance between difficulties disclosing Poster Imperial Ballroom information and lying about one’s identity in role-play. Further research should rectify limitations and explore additional aspects PSI CHI/PSI BETA POSTERS of role-player identity. Saturday, March 15, 2014 1:30pm-2:50pm POSTER
RELATIONSHIPS AMONG SOCIAL ANXIETY, CHAIR: DEBORAH HARRIS-O'BRIEN (TRINITY WASHINGTON SELF-CONSCIOUSNESS, & EMPATHY UNIVERSITY) BRANDON SINISI (WILLIAM PATERSON UNIVERSITY) POSTER While the common characteristics between social anxiety and PSYCHOSOCIAL CORRELATES OF ADULT ADHD self-consciousness have been established regarding concern SYMPTOMATOLOGY: TRAIT ANXIETY AND POOR SLEEP over mistakes and doubts about action (Saboonchi, Lundh, & QUALITY Öst, 1999), the association among social anxiety, self-consciousness, and empathy has yet to be explored. The MARY KATHLEEN MORAN, BRYON JASON GALLANT, IAN current research intends to examine whether having an WHITMORE, ELIZABETH JANE VELLA (UNIVERSITY OF advanced sense of self-consciousness and fear of being SOUTHERN MAINE) negatively evaluated has any correlation with the complex and multifaceted trait of empathy. The purpose of the current study was to ascertain the pertinent psychosocial correlates of non-clinical adult ADHD POSTER symptomatology amid a college sample (71 women, 21 men; Mage = 24.97, SD = 8.94 years). Bivariate correlates of ADHD RELATIONSHIPS AMONG LEARNING STYLES, MULTIPLE score included trait anxiety, perceptual stress, loneliness, and INTELLIGENCES, AND CAREER CHOICES poor sleep quality and social support. Multiple regression analyses revealed that amid these bivariate correlates, only trait EMILY C. PHILLIPS, SKYLER DEITRICK, BRIANNE JENKINS, anxiety and poor sleep quality remained significant predictors of MATTHEW ERFORD, BARBARA A. LEWIS (SUSQUEHANNA ADHD score. UNIVERSITY)
POSTER This research related learning styles and multiple intelligences to students’ planned career pursuits. Information was gathered from TRAIT ANXIETY AND COGNITIVE PERFORMANCE: TESTING students in psychology courses at a small liberal arts university. ATTENTION RESTORATION AND ATTENTION CONTROL Surveys included a demographic questionnaire involving items THEORIES related to career plans, Kolb’s Learning Style Inventory, and the Multiple Intelligences Indicator for Adults. There were significant KARA E. SPINNEY, LAURA BRAMLEY, ELIZABETH J. VELLA differences among career areas for verbal, logical-mathematical, (UNIVERSITY OF SOUTHERN MAINE) and interpersonal intelligences. Also, there were significant differences among learning styles on bodily-kinesthetic The current study tested attention restoration theory (ART) and intelligence. attention control theory (ACT) by having 53 participants rating high or low in trait anxiety complete the attention network task POSTER before and after exposure to nature or urban stimuli. Results supported ACT whereby high trait anxiety participants displayed SOCIALLY DESIRABLE CHARACTERISTICS AS less efficient central executive performance. In partial support of DETERMINED BY STUDENTS AT THE UNDERGRADUATE ART, an ancillary analysis revealed high trait anxiety participants LEVEL to display improved orienting efficiency performance following nature stimuli exposure. TIMOTHY STAHL, RACHEL ANNUNZIATO (FORDHAM UNIVERSITY) POSTER 3 The present study addresses gaps in literature on social SELF-DISCLOSURE AND INTERNET ACTIVITY IN ONLINE desirability by examining what personality characteristics are ROLE-PLAYERS. deemed socially desirable by an undergraduate population. This study examined differences in gender and relationship type (i.e. EMILIE JEAN MAURER, SAMANTHA B. BERKULE platonic friendships versus romantic relationships). Significant (MARYMOUNT MANHATTAN COLLEGE) differences were found between relationship types and genders regarding which characteristics are considered socially desirable. It was hypothesized that online role-players who did not A set list of socially desirable characteristics was created based self-disclose were more likely to lie about their identities. Those on consistent findings thus fulfilling the primary aim of the study. who did self-disclose were predicted to have higher levels of involvement on the Internet. 207 online role-players were POSTER 123
PROCRASTINATION AS RELATED TO PLAGIARISM (MARIST COLLEGE) ATTITUDES AND KNOWLEDGE Compulsive buying (CB) and binge eating (BE) have been shown WHITNEY WALSH, ALISON SANTIAGO (SUSQUEHANNA to occur comorbidly. This study used an emotional go/no-go UNIVERSITY), SONJA SPURKELAND (SUSQUEHANNA (GNG) task and a series of questionnaires to assess reasons for UNIVERSITY), BARBARA A. LEWIS (SUSQUEHANNA the association in college students. Results affirm the UNIVERSITY) association, with greater occurrences of both in women. Lowered anxiety for CB and reduced self-control in BE were observed, but This research was conducted to determine the relationships errors and response time in the GNG did not vary as a function of between procrastination and both knowledge and attitudes about CB or BE. plagiarism. Also, connections between plagiarism and major were examined. Students from psychology courses at a liberal POSTER arts university answered questions about plagiarism and completed Lay’s Procrastination Scale, the Plagiarism SCHOOL PSYCHOLOGISTS' PUBLIC PRESENTATION AND Knowledge Scale, and the Plagiarism Attitude Scale. Attitude SHARING PRACTICES ON FACEBOOK: AN EXPLORATORY toward plagiarism was positively correlated with procrastination STUDY and negatively correlated with plagiarism knowledge. There were significant differences in plagiarism based on majors. NATASHA K. SEGOOL, SHAUNA-GAYE A. STENNETT, JESSE SECKEL-CERROTTI, MELISSA LOSCHAIVO (UNIVERSITY OF POSTER HARTFORD)
IS CHEATING EVER ACCEPTABLE? This study examined 198 Facebook profiles in order to study the public sharing behaviors of practicing school psychologists and to KATELYN VAN CLEF (WILLIAM PATERSON UNIVERSITY) consider how these posting behaviors may affect their professional practice. Chi-square analyses indicated significant According to previous research, one in ten college students have differences in the public posting habits of school psychologists admitted to using notes during a test, copying someone else’s who were classified as low versus high impression managers paper, or allowing someone to copy from their paper (McCabe (IM) based on the public reporting of their job title and the 2005). When asked to rate cheating behaviors on a scale ranging location of their residence. Implications for practice are from not cheating to serious cheating, 90% of students rated discussed. using their notes during a test as moderate or serious cheating and 91% rated copying off someone else’s work as moderate or POSTER serious cheating (McCabe, 2005). Previous research has also shown that that approximately 66%-75% of college students AMBIGUITY AMONG STAFF MEMBERS OF SENIOR engage in cheating behavior (McCabe & Trevino, 1996, 1997). CENTERS McCabe has concluded that over 80% of students believe that cheating is never justifiable, yet cheating behavior manages to TATIANA FORONDA (ALVERNIA UNIVERSITY) run rampant across campuses in the United States. If so many college students acknowledge that cheating is not acceptable, This study examined work role ambiguity, specific conflict how come so many do so? ambiguity, and overall job satisfaction in workers of senior centers. A trend that as staff members experienced work role POSTER ambiguity, they experienced specific ambiguity was found. There was a significant correlation between years working with older IMPULSIVITY AND CREDIT CARD DEBT IN COLLEGE populations and job satisfaction; meaning the more years STUDENTS working with older populations, the more job satisfaction. This is interesting because as staff experience work role and specific JORDAN KIST (MERCYHURST UNIVERSITY) ambiguity, work satisfaction increases.
Relationships between impulsivity and credit cards were POSTER assessed using The Barratt Impulsivity Scale (BIS), Sensation
Seeking Scale and a computerized-delay discounting task. WHO USES THE INTERNET?: THE RELATIONSHIP March 15 Saturday, Outcomes on the BIS showed that credit card holding students BETWEEN PERSONALITY AND SOCIAL MEDIA USAGE were significantly less impulsive on two subscales, Non-planning groups (F (2, 14)= 5.568, p < 0.05) and Cognitive Complexity (F CAITLIN HOOLIHAN, JENNA GARNER, SAMANTHA (2, 14)= 4.480, p < 0.05) than non-credit card holding peers. DIMEGLIO, TONY SHENDEROVICH, CHRISTIAN HOLLE Many car holders reported that they were attempting to accrue (WILLIAM PATERSON UNIVERSITY) good credit. The purpose of this study is to examine the relationship between POSTER the Big Five personality traits and types of social media. Questionnaires measuring personality traits and social media THE COMORBIDITY OF BINGE EATING AND COMPULSIVE usage were distributed to college students at William Paterson BUYING University. Significant results showed that those who use the Internet for leisurely purposes are likely to be agreeable, and SHANNON DUNCAN (MARIST COLLEGE), KRISTIN JAY those who use the Internet for academics are likely to be 124 conscientious and neurotic. We examined how item price affected willingness to travel for a discount. Students made hypothetical choices about purchasing POSTER an item at one price or traveling to get a discounted price. As travel time increased from 5 minutes to 40 minutes, the required ROLE OF MOTHER’S DEPRESSION ON CHILD/CAREGIVER discounts increased according to linear functions. Participants INTERACTION AS MANIFESTED IN HOME AND ASQ-SE. required more of a discount to travel for an $800 item rather than a $50 item, replicating and extending the results of Tversky and SOFIA GOLTSBERG, ELIZABETH NOVOTNY, WARREN Kahneman (1981). REICH (CUNY HUNTER COLLEGE) POSTER This study examines how mother’s depression plays a role in her interaction with her child as observed by the measures HOME DO WOMEN "WANT WHAT THEY'VE GOT"? and ASQ-SE. My hypothesis is that there will be a negative relationship between mother’s depression and HOME and that SHANNON GUNNIP, ARTHUR FRANKEL, DEBRA CURTIS there will be a positive relationship between mother’s depression (SALVE REGINA UNIVERSITY) and ASQ-SE. Bivariate correlation analyses between mother’s depression as the predictor variable and HOME and ASQ-SE as Female college students reporting satisfaction with the shape of the outcomes, suggest that this hypothesis is supported. their bodies were unlikely to choose their own identified silhouette as their ideal body type. Surprisingly, only 5 of 60 POSTER female participants (8%) identified their own body type as the type considered most attractive by other female college students PERSONALITY PREDICTORS OF ACHIEVEMENT EMOTIONS and only 2 of the 15 female participants (13%) who self-reported IN COLLEGE STUDENTS having the body shape deemed most attractive thought others would consider it as the most attractive. SARA M. BERRY, MARIANNE FALLON (CENTRAL CONNECTICUT STATE UNIVERSITY) Saturday, March 15, 2014 1:30pm-2:50pm Many studies have examined how personality traits and achievement emotions predict academic achievement. By Paper Thoreau contrast, little research has examined relationships between personality traits and achievement emotions. Undergraduates in TEACHING SYMPOSIUM: HIGH-IMPACT PRACTICE: an introductory-level Psychology class (n = 100) completed a STRATEGIES FOR ENGAGING STUDENTS IN RESEARCH personality inventory based on the Big Five model and the Saturday, March 15, 2014 Achievement Emotions Questionnaire. The five personality traits 1:30pm-2:50pm accounted for significant portions of variance in three out of four academic emotion categories, with openness as the strongest predictor. CHAIR: MAUREEN PERRY-JENKINS (UNIVERSITY OF MASSACHUSETTS AMHERST) POSTER HIGH-IMPACT PRACTICE: STRATEGIES FOR ENGAGING A VALIDATION STUDY OF A NEW MEASURE OF STUDENTS IN RESEARCH IMPULSIVITY The American Association of Colleges and Universities (AAC&U) BREANNA LEIGH WOOD, MATTHEW WOLF, JOLINDA BECK, has identified engaging students in research as a “high impact” REBECCA GIFT,PETER J. GIORDANO (BELMONT strategy for higher education. This symposium will highlight UNIVERSITY) strategies for enhancing students’ research knowledge and skills and stimulating interest and excitement about research at all We created a new measure of impulsivity to assess levels. A range of different opportunities for fostering student impulsiveness in a non-clinical college student population. engagement from introductory to advanced undergraduate Results suggested mixed evidence for construct validity, with courses, at the graduate level, and internationally via research strong evidence for convergent validity and weak evidence for collaborations will be explored. discriminant validity, and strong internal reliability. Future research should continue to evaluate the psychometric properties Presentations of this scale. Engaging Undergraduates in Research: Perspectives from a POSTER Small Liberal Arts College by Courtney Stein (Colby-Sawyer College) CONSUMER CHOICES WITH VARIATIONS IN ITEM PRICE, DISCOUNTS, AND TRAVEL TIME Critical Thinking and Writing: Graduate Students’ RAYSA FLORENTINO, KRISTEN E. PESAVENTO, CATHLYN Perspective on Learning Research Methods PISTOLAS, JAMES E. MAZUR (SOUTHERN CONNECTICUT by Corey Grant (Rivier University), STATE UNIVERSITY) Kaitlyn P. Connaghan (Rivier University) 125
ON EXTINCTION OF CONDITIONED FEAR
Engaging Students in Research: An Applied Project SONIYA ASSUDANI, KATHERINE MOEN, AMY SILVESTRI by Karen Meteyer (Rivier University) HUNTER (SETON HALL UNIVERSITY)
Coordinating International Research Relationships: Lessons The effects of social housing and REM deprivation were tested Learned from a Fulbright Semester Abroad on extinction of fear conditioning. Rats were housed in isolation by Loretta L.C. Brady (Saint Anselm College) (IH), with a naïve cagemate (NC) or with a fear conditioned cagemate (FC). FC rats showed impaired extinction as compared Discussant(s): Maureen Perry-Jenkins (University of to IH and NC rats, suggesting social transmission of fear. The Massachusetts Amherst) effects of REM deprivation were subtle and varied by housing condition. Saturday, March 15, 2014 1:30pm-2:50am Saturday, March 15, 2014 1:30pm-2:50pm Paper Stuart Invited Speaker Georgian NEUROSCIENCE PAPERS: LEARNING AND MEMORY Saturday, March 15, 2014 APA DISTINGUISHED SCIENTIST LECTURE: DANIEL 1:30pm-2:50am SIMONS Saturday, March 15, 2014 1:30pm-2:50pm CHAIR: KATHLEEN TAYLOR (COLUMBIA UNIVERSITY)
1:30pm - 1:45pm CHAIR: NANCY KIM (NORTHEASTERN UNIVERSITY)
PARIETAL STIMULATION LEADS TO ENHANCED MISSING WHAT'S MISSING MONITORING OF ITEM AND SOURCE MEMORY DANIEL J. SIMONS (UNIVERSITY OF ILLINOIS AT DENISE PERGOLIZZI, MPHIL, ELIZABETH F. CHUA (THE URBANA-CHAMPAIGN) GRADUATE CENTER, CITY UNIVERSITY OF NEW YORK) A fundamental cognitive bias affects how we think about the This study revealed direct alterations of item and source workings of our own mind. It contributes to mistaken beliefs about recognition memory following transcranial direct current perception, attention, memory, and awareness, and it undergirds stimulation (tDCS) of the parietal cortex. Subjects received active many of the well-studied biases in reasoning and decision (2 mA for 20 min; n=18) or sham (n=18) stimulation during item making. It even contributes to poorly designed psychology and source memory tests. Active participants had increased interventions. In this talk, I will identify this core bias and discriminability between old and new items compared to sham demonstrate why it matters. (p<.03). During source recognition active participants showed a more conservative response bias (criterion C) compared to Saturday, March 15, 2014 sham, p<.01. 1:30pm-2:50pm 1:50pm - 2:05pm Poster Imperial Ballroom FEAR-CUE INHIBITED FEEDING CORRESPONDS WITH UNDERGRADUATE POSTERS III SUPPRESSED FOS-INDUCTION IN THE CENTRAL Saturday, March 15, 2014 AMYGDALA 1:30pm-2:50pm
CHRISTINA J. REPPUCCI, GORICA D. PETROVICH (BOSTON COLLEGE) CHAIR: NANCY KIM (NORTHEASTERN UNIVERSITY) Saturday, March 15 Saturday,
Petrovich and colleagues (2009) have shown previously that POSTER inhibited feeding in response to a conditioned fear-cue requires the central nucleus of the amygdala (CEA). In the current study EXTRAVERSION AND NEUROTICISM AS PREDICTORS OF we showed that conditioned rats significantly inhibited food intake VICARIOUS TRAUMA despite food deprivation, and had fewer Fos-positive neurons in the lateral and medial CEA compared to controls. Fos-induction JESSICA IAGROSSI, JESSICA IAGROSSI (THE COLLEGE OF in the CEA significantly correlated with food consumption during SAINT ROSE) the test. This study examined vicarious traumatization, and its correlation 2:10pm - 2:25pm with the personality traits of neuroticism and extraversion. Participants were 56 adults who, as part of their profession, come EFFECTS OF SOCIAL HOUSING AND REM DEPRIVATION in contact with trauma victims. Self-report measures were used to 126 gain information about participants' personality, compassion satisfaction and levels of vicarious trauma endured, measured by EATING YOUR FEELINGS?: burnout and secondary traumatic stress. Findings indicated those FOOD SENSITIVITY, SYSTEMIC INFLAMMATION, AND who scored higher in neuroticism reported higher burnout and QUALITY OF LIFE secondary traumatic stress levels. PETRA STOFKOVA, MEGAN MCGEE, DEIRTRA HUNTER POSTER (MARYMOUNT MANHATTAN COLLEGE), JOHN R. MCGEE (N/A) MEANING MATTERS: MULTIPLE MECHANISMS BEHIND THE EFFECTS OF NON-DECEPTIVE PLACEBOS The objective of this study was to examine how psychological distress correlates with systemic inflammation. Using cutting KATHERINE C. DODSON (WILKES UNIVERSITY) edge equipment, researchers collected and analyzed data pertaining to food sensitivity, gluten sensitivity, B12 micronutrient The effect of verbal presentation on response to non-deceptive deficiency, and elevated high-sensitivity C-reactive protein placebos was studied. Two groups were informed that they were (hs-CRP) (N=111). To quantify psychological distress, (N=43) consuming decaffeinated coffee. Only Group 1 was encouraged patients completed a World Health Organization- Quality of Life to believe the placebo would increase wakefulness. Group 1 assessment accessing happiness within four domains. Results of participants were expected to perform better on an attention test the conducted analyses suggested that the severity of systemic and report greater alertness increases than Group 2 or control inflammation increases psychological distress. participants. Groups 1 and 2 reported similar, significantly greater alertness increases than controls, implicating influences other POSTER than verbal manipulation. SOCIAL ANXIETY AND SOCIAL SELF-EFFICACY: THE POSTER MODERATING EFFECT OF FACEBOOK USE
PUBLIC RESOURCE SUGGESTIONS FOR MENTAL ILLNESS: JESSICA MURAH, MARIANNE FALLON (CENTRAL A STUDY OF MENTAL HEALTH LITERACY CONNECTICUT STATE UNIVERSITY), KRISTIN E. HENKEL (UNIVERSITY OF SAINT JOSEPH) JOANNA LUSK, LEA TAYLOR, CASEY SCHOFIELD (SKIDMORE COLLEGE) The present study examines the relationship between Facebook use, social self-efficacy, and state social anxiety in a sample of The current study explored recommendations that lay-people 130 undergraduate students. Participants assigned to the (N=626) provide to others with symptoms of mental illness. The Facebook stimulus condition who engaged in direct social goal was to evaluate whether the general public demonstrated behavior reported significantly more social anxiety symptoms knowledge of reliable resources for mental illness. After reading a compared to individuals in the control condition. Social series of vignettes depicting mental illnesses, participants were self-efficacy did not mediate the relationship between Facebook prompted to provide recommendations. Results indicated that the use and social anxiety. However, Facebook use moderated the most common response (28%) was for participants to indicate relationship between social self-efficacy and social anxiety. they knew of no potentially useful resources. Further evaluation of recommendations will be presented. POSTER
POSTER A LONGITUDINAL ANALYSIS OF RESIDENTIAL TREATMENT: AN EXAMINATION OF IQ AND DIAGNOSIS EMOTION REGULATION IN DEPRESSION RISK: THE OVERLOOKED ROLES OF SELF-HANDICAPPING AND ALANA MICHELLE DEHART (CABRINI COLLEGE) EXCESSIVE REASSURANCE SEEKING. Devereux’s Children’s Intellectual and Developmental Disabilities ELIJAH ROSS LAWRENCE, HARRISON O'CONNOR-HOOVER, Services (CIDDS), treats clients at a non-accredited Residential MARIO FIORICA, WENDY MILLER (UNIVERSITY OF Treatment Facility (RTF) for children and adolescents with PITTSBURGH AT JOHNSTOWN), ILYA YAROSLAVSKY intellectual and developmental disabilities (IDD) and Autism (UNIVERSITY OF PITTSBURGH) Spectrum Disorders (ASD) who also exhibit emotional and behavioral challenges (The Devereux Foundation, 2006). The We examined whether self-handicapping (SH) and excessive current research presents finding from data provided by 179 reassurance seeking (ERS) are maladaptive emotion regulation clients treated by an RTF, examining the effects of IQ, diagnosis, (ER) responses. Confirmatory factor analyses showed that a and classification in Devereux’s program. single factor (maladaptive emotion regulation index, MERI) fully explained relationships between SH, ERS, and other maladaptive POSTER ER responses (i.e., rumination and thought suppression). Our results also showed that MERI mediated the effects of ROLES OF EXPERIENTIAL AVOIDANCE ON MOTHERS’ depressive attributional style on depressive symptoms, and trait PERCEPTIONS ON PARENTING AND THEIR negative and positive affect. Clinical implications of these findings PRESCHOOLERS are discussed. KERRY A. O'DONNELL (SUFFOLK UNIVERSITY), CARLOS E. POSTER 5 RIVERA, LISA COYNE (SUFFOLK UNIVERSITY) 127
MATURE THAN COLLEGE STUDENTS IN RURAL This study examined links between role of maternal experiential SETTINGS? COLLEGE ENVIRONMENTS CONSIDERED avoidance, depression, and anxiety in parent-reported competence and ratings of their preschooler’s characteristics. JULIA F. BERGQUIST (MARYMOUNT MANHATTAN Participants included 30 mothers from urban areas from a larger COLLEGE) experimental study. Measurements included the Acceptance and Action Questionnaire, the Depression and Anxiety Stress Scales, The present author proposed the question of whether college and the Parenting Stress Index-Third Edition. Findings suggests students in urban settings mature faster than those in rural that maternal anxiety, coupled with experiential avoidance, may settings. There was no significant difference found in the majority be important in maternal perceptions of partings and their of maturity measures between urban and rural college students, children. however there was a significant difference found in the autonomy measures pertaining to living situation between urban and rural POSTER college students. This significance points to the possibility of further research examining the affect college environments have THE IMPACT OF GENDER IN A NONPHYSICAL DATING on the maturity of students. CONFLICT Saturday, March 15, 2014 ASHLEY ARCURI, BRITTNEY BRADY, TINA ABI-JAOUDE, 1:30pm-2:50pm DESIREE ANDERSON, ANDREA AIKEN, NICOLE M. CAPEZZA (STONEHILL COLLEGE) Symposium Statler Does gender and sexual orientation impact perceptions of a CLINICAL SYMPOSIUM: EXPLORING DEVELOPMENTAL verbal threat in a dating conflict? Across two studies (Study 1 ANTECEDENTS, MANIFESTATIONS, AND COVARIATIONS examined male perpetrators; Study 2 examined female OF PSYCHOPATHY AND SEXUAL SADISM perpetrators) we found that male perpetrators were perceived Saturday, March 15, 2014 more harshly than female perpetrators and that sexual orientation 1:30pm-2:50pm only mattered for male perpetrators.
POSTER CHAIR: RAYMOND KNIGHT (BRANDEIS UNIVERSITY)
EXAMINING GENDER DIFFERENCES IN THE RELATIONSHIP EXPLORING DEVELOPMENTAL ANTECEDENTS, BETWEEN DANGER AS EXCITING AND ANXIETY MANIFESTATIONS, AND COVARIATIONS OF PSYCHOPATHY AND SEXUAL SADISM JULIAN R. FINNEGAN, MARIANNE FALLON, JASON F. SIKORSKI (CENTRAL CONNECTICUT STATE UNIVERSITY) Psychopathy and sadism independently and jointly predict increased encounters with law enforcement, egregious violence This study examined gender differences in the hypermasculine during the commission of crimes, and elevated recidivism levels. construct of viewing danger as exciting (DAE) and its relationship The two constructs share similar developmental pathways, as to anxiety. Although men reported significantly higher levels of well as certain personality traits and behavioral manifestations. DAE than women, women’s DAE score was higher than Further, traits such as Callousness/Manipulativeness and expected. Thus, hypermasculine traits exist in women but are Sexualization have been found to covary in juveniles who have significantly higher in men. Anxiety was not significantly related to sexually offended and non-offenders. Identification of DAE and did not interact with gender. psychopathic and/or sadistic traits, covariates, and risk factors is essential to prevention and treatment. POSTER Presentations INTERACTION OF HEMISPHERIC ACTIVITY AND COLOR PERCEPTION: A MATHEMATIC PERFORMANCE TEST The Role of Childhood Abuse in Predicting the Facets of Psychopathy in Adult Sex Offenders ASHLEY RING (STEVENSON UNIVERSITY) by Sonja Krstic, Brandeis University Saturday, March 15 Saturday,
In the present study I examined the interaction of hemispheric Sadism and Psychopathy: Developmental Pathways, activity and color exposure on mathematic performance. Similarities, and Violence Predictions Hemispheric lateralization was determined by placing a patch on by Carrie A. Robertson, Brandeis University one eye. Color exposure was based on the color of the folder containing the materials. There was a significant difference Callousness/Manipulativeness, Sexualization, and Sexual between color and performance but no difference in hemispheric Abuse in Juveniles Who Have Sexually Offended activity. Participants exposed to red performed significantly better by Ariel K. Berman, Brandeis University than those exposed to blue. Possible explanations for these associations are discussed. Gender Differences in the Association Between Callousness/Manipulativeness and Sexualization POSTER by Franklyn J. Graham, Brandeis University
ARE COLLEGE STUDENTS IN URBAN SETTINGS MORE 128
Discussant(s): Raymond A. Knight (Brandeis University) Saturday, March 15, 2014 1:30pm-2:50pm Saturday, March 15, 2014 1:30pm-2:50pm Poster Imperial Ballroom SCRA POSTERS Paper Berkeley Saturday, March 15, 2014 SYMPOSIUM: WORKING WITH LINGUISTIC MINORITIES 1:30pm-2:50pm Saturday, March 15, 2014 1:30pm-2:50pm CHAIR: MICHELLE RONAYNE (NOVA PSYCHIATRIC SERVICES) CHAIR: DEBORAH HARRIS O'BRIEN (PSI CHI EASTERN
VICE-PRESIDENT) POSTER
WORKING WITH LINGUISTIC MINORITIES: WHY AN OUR PARENTS’ KEEPERS: SERVICE IN THE WAKE OF THE INTERPRETER IS NOT ENOUGH FINANCIAL ELDER ABUSE EPIDEMIC
Panelists from diverse linguistic and cultural backgrounds will JOANNE COHEN HAMILTON, HOLLY BARUCH (KUTZTOWN discuss the limitations of working with linguistic minority clients UNIVERSITY) using an interpreter. Having a qualified interpreter is not enough: mental health professionals must also have knowledge of Mental health care for elder abuse is estimated to be about 25 cultural issues to competently provide services. This diversity years behind mental health care for child abuse (U.S. Senate presentation is particularly designed for students (undergraduate Special Committee, 1980). The current study draws from actual and Master's level), who may be providing services as cases of financial elder abuse and from financial elder-abuse para-professionals without doctoral degrees. theory, research, and practice in the fields of psychology, social welfare, counseling, and criminal justice, to construct a Presentations framework for financial elder abuse prevention.
Discussant(s): Deborah Harris O'Brien (Psi Chi Eastern POSTER Vice-President) COMMITMENT AND CONSCIENTIOUSNESS IN ANSWERING Saturday, March 15, 2014 A CALL TO SERVICE: DEACONS 1:30pm-2:50pm CRYSTAL N. STELTENPOHL, CHRISTINE KOZLOWSKI, JOSEPH R. FERRARI (DEPAUL UNIVERSITY) Paper SOCIAL PSYCHOLOGY INVITED SYMPOSIUM: Within many Christian faiths, especially within Roman ENVIRONMENTAL PSYCHOLOGY Catholicism, one order of clergy is the deacons – ministers of Saturday, March 15, 2014 charity and social justice. Catholic Deacons are men, often 1:30pm-2:50pm married and many maintain employment outside the Church. In the present study, we examined the personality profile (focusing on levels of conscientiousness) self-reported CHAIR: JACOB A BENFIELD (PENN STATE UNIVERSITY by deacons across the USA. Demographic comparisons were ABINGTON) conducted, and the relationship between religious commitment and conscientiousness were assessed. ENVIRONMENTAL PSYCHOLOGY: RESEARCH AT THE POSTER INTERSECTION OF PERSON AND PLACE PERSONALITIES OF DEACONS: LIVING AS SOCIAL This session will highlight the diverse field of environmental JUSTICE SERVANTS psychology research that can include everything from noise perception to urban walkability as well as environmental DANIELLE S VACLAVIK,IN PSYCHOLOGY, MARY RIZZO, sustainability and person-environment bond. While the research CHRISTINE KOZLOWSKI, JOSEPH R. FERRARI (DEPAUL presented will be eclectic in terms of topic and method used, this UNIVERSITY) session will demonstrate an important truth sometimes neglected in other psychological domains: the physical surroundings we A style of group leadership termed Servant Leadership (SL) has interact with have a profound impact on our thoughts, feelings, been researched and promoted for over twenty years. We health, and behavior. focused on SLs who are ministers of charity and social justice within the Roman Catholic Church, termed Permanent Deacons. Presentations A national sample of these men completed reliable and valid self-report measures on SL, religious commitment, and Discussant(s): Jacob Benfield (Penn State Abington) 129 personality factors assessed on the HEXACO. Scores were related to social desirability tendencies. Results and implications SUZANNE M. PHILLIPS (GORDON COLLEGE), OYEDOLAPO are presented. ANYANWU, REBECCA REITMEYER (GORDON COLLEGE)
POSTER Rural high school graduates face particular challenges in gaining access to higher education. In this study, the THE EFFECT OF DATING ABUSE INTERVENTION ON high-school-to-college transition is examined at the level of the PARTNER INTERACTION school district, using ArcGIS mapping software. While state wide college matriculation was nearly constant from 2007 through DANIELLE CLARK, LAUREN LITTLEFIELD (WASHINGTON 2011, some rural areas saw marked positive changes. This COLLEGE) example of “positive deviance” is likely due to a suite of targeted efforts on the part of a variety of stakeholders. Dating abuse interventions address a prevalent problem. In this repeated measures design, intervention participants were POSTER expected to report fewer abusive interactions than control participants at post-testing. While both groups completed daily PAY-AS-YOU-THROW AS AN INCENTIVE TO ENHANCE logs of relationship interactions, the impact of informational COMMUNITY RECYCLING dating violence clips (intervention) was compared to general interaction clips (control). As hypothesized, the intervention NICHOLAS R. BOILEAU, JASON SEACAT, JOHN ARVANITIS caused a decrease in negative physical acts committed toward (WESTERN NEW ENGLAND UNIVERSITY) partners. Results, indications, and suggestions for further research are provided. The current study sought to examine recycling trends between towns implementing pay-as-you-throw (PAYT) recycling POSTER programs and towns without such programs. Data were collected on a total of 302 (86%) of towns in the Commonwealth of PARTICIPATORY METHODS WITH YOUTH IN FOSTER Massachusetts. Multivariate analysis of variance (MANOVA) was CARE: DEVELOPING A PREVENTIVE INTERVENTION conducted. Results indicated that towns with PAYT incentive programs had significantly higher rates of recycling than JORDAN M BRACISZEWSKI, ROBERT L. STOUT (PACIFIC non-PAYT towns over a 5-year time period (F=8.34 (5); p<.001). INSTITUTE FOR RESEARCH AND EVALUATION), GOLFO K. Additional findings and implications will be discussed. TZILOS (BROWN UNIVERSITY), ROLAND S. MOORE (PACIFIC INSTITUTE FOR RESEARCH AND EVALUATION), POSTER BETH C. BOCK (THE MIRIAM HOSPITAL), PATRICIA CHAMBERLAIN (OREGON SOCIAL LEARNING CENTER) THE CLUTTER QUALITY OF LIFE SCALE: RETEST RELIABILITY AMONG COLLEGE STUDENTS Youth aging out of foster care are at great risk for a host of negative and costly outcomes, including substance abuse, CHRISTINE KOZLOWSKI, BIANCA GAMBINO (DEPAUL mental illness, homelessness, and unemployment. Prevention of UNIVERSITY), CATHERINE ROSTER (UNIVERSITY OF NEW substance use disorders across this transition has the potential to MEXICO), SHANNON M. WILLIAMS, JOSEPH R. FERRARI alter youths’ trajectories toward healthy, rather than problematic, (DEPAUL UNIVERSITY) outcomes. This study involves collaboration with these youth to develop and demonstrate the feasibility and pilot efficacy of a It seems like everyone has “too much stuff.” For some, it is novel preventive intervention for problematic substance use. organized and readily used. For others, possessions become clutter and have an impact on the quality of one’s life. We POSTER 6 examined among university students (n = 43) test-retest reliability for a new self-report scale on clutter. This unidimensional, 18 TOWARD AN UNDERSTANDING OF SERVANT LEADERSHIP item scale has been used effectively with adult, community STYLE BY MARRIED CLERGY samples. However, we sought to assess the temporal stability of clutter scores on this measure. MARY F. RIZZO, DANIELLE VACLAVIK, JOESPH R. FERRARI
(DEPAUL UNIVERSITY) POSTER March 15 Saturday,
Servant leadership (SL) is a style of effectively influencing others DAILY TEMPERATURE AND CALLS TO A CRISIS HOTLINE as a “servant” to those one leads. SLs lead by example and reflect an equality sense with others. In the present study, we CATHERINE A. CROSBY-CURRIE, AMANDA DELVICARIO asked a community sample of men heavily engaged in social (ST. LAWRENCE UNIVERSITY) justice work to report their SL style. Moreover, we compared these clergy who reported being married, on their SL type and The present study explored whether findings of increased how they maintain their spiritual and sacred lifestyle. help-seeking during extreme warmth might generalize to a crisis hotline. All calls from one day each week (July 2004 to June POSTER 2012) were coded. Results revealed a positive correlation between daily summer highs and calls by chronic callers, but not ACCESS TO HIGHER EDUCATION IN RURAL NEW general callers. Also, daily temperature was positively correlated HAMPSHIRE with call volume during summers with heat waves and negatively 130 correlated with call volume during a particularly cold winter. The present study examines responses to scenarios that POSTER describe instances of individual and institutional forms of sexism. 177 undergraduates from an urban college participated in the SALISBURY BREAST HEALTH PROJECT study. This study seeks to validate a measure developed by Blodorn, O’Brien, and Kordys (2012), by sampling a population AMANDA ROBLES, MICHÈLE SCHLEHOFER, TINA differs in ethnic make-up and geographic background. A BROWN-REID (SALISBURY UNIVERSITY) comparison group is also analyzed. Initial analyses revealed that participants viewed examples of institutionalized sexism less This study aimed to understand BSE behavior of women (N = 46) intentional than examples of individualized sexism. ages 20 to 65, hypothesizing that incorporating medical recommendations would improve HBM’s ability to predict Saturday, March 15, 2014 behavior. HBM variables, self-reports of BSE behavior and 1:30pm-2:50pm intentions and medical recommendations were measured. Using multiple regressions, results indicated that only perceived Paper White Hill barriers significantly predicted past BSE frequency and future BSE intentions. Results did not support the influence of other DEVELOPMENTAL SYMPOSIUM: SOCIAL ACQUISITION OF HBM constructs in predicting BSE behavior. SELF-REGULATION Saturday, March 15, 2014 POSTER 1:30pm-2:50pm
THE EVALUATION OF SOCIAL-EMOTIONAL PROGRAMMING FOR BULLYING WITHIN SCHOOLS: FINDINGS, CHAIR: KATIE KAO IMPLICATIONS, AND THE ROLE OF THE SCHOOL PSYCHOLOGIST SOCIAL ACQUISITION OF SELF-REGULATION
MARK TERJESEN, ROBYN E KURASAKI, STEPHANIE Most research on self-regulation has explored it as a trait SAMAR, ANGELICA SMITH, EVYNN STENGEL, SARAH characteristic. We systematically examined different social TAORMINO, RACHEL THOMPSON (ST. JOHN'S UNIVERSITY) processes by which children may acquire the ability to self-regulate. In study 1, we focus on modeling self-regulatory The Dignity for All Students Act (DASA) was signed into strategies. In the second study, we look at the effect of parents’ legislation in New York State (NYS) on September 13, 2010 to own emotion regulation strategies on different types of provide students in New York State public schools a learning self-regulation. In the third study, we look at the extent to which environment that is free of discrimination/ harassment. The an after-school intervention program can affect self-regulation. efforts of one suburban school district in NYS to implement DASA and evaluate its impact will be described. Presentations POSTER Learning Self-Regulatory Strategies: The Role of Content by Grace Min (Boston University), Stacey N. Doan (Boston EXPOSURE TO VIOLENCE AS A MODERATOR BETWEEN University), Kathleen H. Corriveau (Boston University) DEMOGRAPHICS AND PERCEPTIONS OF SAFETY. Effects of Parent's Emotional Regulation on Children’s TANISHA T.M. MAIR,BS (YALE UNIVERSITY SCHOOL OF Self-Regulation MEDICINE), ERIN E. HOFFMAN (SOUTHERN CONNECTICUT by Katie Kao (Boston University), Stacey N. Doan (Boston STATE UNIVERSITY), BRONWYN HUNTER (YALE University) UNIVERSITY SCHOOL OF MEDICINE), SAMANTHA L.MATLIN (DBHIDS), JACOB KRAEMER TEBES (YALE UNIVERSITY Intervention Programs Influencing Children's SCHOOL OF MEDICINE) Self-Regulation by Fang Hong (Boston University), Katie Kao (Boston University), The present study examined baseline data from neighborhood Stacey N. Doan (Boston University) residents across a large, urban area to better understand the relationship between demographic characteristics, perceived Discussant(s): Katie Kao (Boston University) safety, and exposure to violence. Specifically, exposure to violence was analyzed as a moderator of the relationship Saturday, March 15, 2014 between demographics and perceived safety. Implications for future research, programs, and policies are discussed. 3:00pm-4:20pm
POSTER Paper Thoreau TEACHING PAPERS II SOCIOCULTURAL PREDICTORS OF PERCEIVED SEXISM IN Saturday, March 15, 2014 URBAN COLLEGE STUDENTS 3:00pm-4:20pm
JENNIFER M. GRANT,- PSYCHOLOGY, DEBORAH L. VIETZE (THE CITY COLLEGE OF NEW YORK (CUNY)) 131
CHAIR: VINCENT PROHASKA (LEHMAN COLLEGE) Invited Speaker Georgian CLINICAL INVITED KEYNOTE ADDRESS: ELAINE WALKER 3:00pm - 3:15pm Saturday, March 15, 2014 3:00pm-4:20pm EXAMINATION GRADE ESTIMATION AND CONFIDENCE
VINCENT PROHASKA, MARIA POPOTEUR (LEHMAN CHAIR: DEBORAH WALDER (BROOKLYN COLLEGE CUNY) COLLEGE, THE CITY UNIVERSITY OF NEW YORK)
At the end of each of three examinations in several sections of ADOLESCENT NEURODEVELOPMENT AND THE upper-division psychology courses students (N = 239) estimated BIO-BEHAVIORAL EXPRESSION OF VULNERABILITY FOR their grades and rated their confidence. On average, students PSYCHOSIS significantly overestimated their grades (expecting a “B” and earning a “C”). Confidence ratings were high and positively ELAINE WALKER (EMORY UNIVERSITY) correlated with estimates. However, estimates significantly changed during the semester. High performing students were The ‘prodrome’ is the period of functional decline and increasing most inaccurate early. Low performing students demonstrated symptoms that precedes the onset of psychosis. It typically non-linear changes in their estimates over the semester. emerges during adolescence or early adulthood, and has become the focus of intense investigation in the past two 3:20pm - 3:35pm decades. This presentation reviews research findings on clinical high risk (CHR) youth who manifest prodromal syndromes, with USING A STUDENT RESPONSE SYSTEM an emphasis on recent results on predictors of psychosis from (“CLICKERS”) FOR INSTRUCTIONAL the multi-site, North American Prodrome Longitudinal Study LABORATORIES IN PSYCHOLOGY (NAPLS).
MICHAEL BROWN (VILLANOVA UNIVERSITY) Saturday, March 15, 2014 3:00pm-4:20pm Student Response Systems (“Clickers”) are commonly used to allow interaction between students and instructors in classroom Event Berkeley instruction. They code choices made in response to displays presented to the class as well as response latencies. Thus, they AWARDS CEREMONY & RECEPTION FOR PSI CHI can function to implement instructional laboratories in a manner Saturday, March 15, 2014 that is analogous to the more traditional platform of computer 3:00pm-4:20pm displays and keypresses. This allows laboratory exercises in classrooms with minimal equipment. I will demonstrate instructional laboratories developed for a Research Methods CHAIR: DEBORAH HARRIS O'BRIEN (PSI CHI EASTERN VP course, as well as discuss some benefits and limitations of using AND TRINITY WASHINGTON UNIVERSITY) clicker systems for this purpose. Saturday, March 15, 2014 3:40pm - 3:55pm 3:00pm-4:20pm EVALUATING THE EFFECTIVENESS OF FLIPPING THE CLASSROOM ON HIGHER-ORDER CRITICAL-THINKING Invited Speaker Terrace SKILLS INTERNATIONAL INVITED KEYNOTE ADDRESS: HAROLD TAKOOSHIAN MARIANNE FALLON, KRISTEN VITELLI, DANIEL Saturday, March 15, 2014 PAGLIARELLO (CENTRAL CONNECTICUT STATE 3:00pm-4:20pm UNIVERSITY)
Although the “flipped classroom” has demonstrated effectiveness
CHAIR: MERCEDES MCCORMICK (PACE UNIVERSITY) March 15 Saturday, in K-12 learners, its effectiveness in classrooms of higher education remains unclear. We evaluated student performance in IS AMERICAN PSYCHOLOGY TRULY XENOPHOBIC, 30 a sophomore-level class two semesters before and after “flipping” YEARS LATER? the classroom. Significant improvements in mean test scores occurred on two out of seven learning outcomes assessing HAROLD TAKOOSHIAN (FORDHAM UNIVERSITY) critical thinking. Most importantly, the standard deviation of test scores shrank after flipping the classroom due, in part, to the In her historic 1984 EPA Presidential Address in Baltimore, improvement of low-performing students. Virginia Staudt Sexton boldly challenged her listeners with this terse query: "Is American Psychology Xenophobic?" So much Saturday, March 15, 2014 has changed in 30 years--in part due to Virginia's sedulous 3:00pm-4:20pm efforts and global ken. This address traces the fascinating ebb and flow of cross-national psychology before and after 1984, including Virginia's contributions, and some remarkable 132 indicators of changes in U.S. and world psychology in the 21 st prejudice only when social pressure to be non-prejudice is not Century. present. After an analysis of a two-by-two factorial design, the results were in favor of the hypothesis, adding to the Saturday, March 15, 2014 understanding of manipulation and influence of prejudicial 3:00pm-4:20pm responses. POSTER 4 Poster Imperial Ballroom SOCIAL POSTERS II EGO-DEPLETION AND PREJUDICE: THE INFLUENCE OF Saturday, March 15, 2014 PERCEIVED SOCIAL PRESSURE TO BE NON-PREJUDICED 3:00pm-4:20pm BRITTANY MICHELE WILSON, KATIE DORMAN, ANGELA HARRIS, JAMIELYN SAMPER, MICHAEL B. KITCHENS CHAIR: MICHAEL BERNSTEIN (PENN STATE UNIVERSITY (LEBANON VALLEY COLLEGE), STEVEN G. BUZINSKI ABINGTON) (UNIVERSITY OF NORTH CAROLINA, CHAPEL HILL)
Based on previous research, we hypothesized that the depleting POSTER 1 self-regulation task will have an effect on the expression of prejudice only when social pressure to be non-prejudice is not DENIAL OF HEALTH MESSAGES AND BIASED SYSTEMATIC present. After an analysis of a two-by-two factorial design, the PROCESSING results were in favor of the hypothesis, adding to the understanding of manipulation and influence of prejudicial MICHELE M. SCHLEHOFER (SALISBURY UNIVERSITY) responses. The relationship between denial threat orientations (TO; POSTER 5 Thompson & Schlehofer, 2008), biased systematic processing, and denial responses to threatening messages was explored. GROUP STATUS AS A MEDIATING VARIABLE BETWEEN Seventy-eight participants completed TO measures, read a skin RELIGION AND PREJUDICE cancer message, and reported their systematic processing, defensive responses, and behavioral intentions. Those high in JESS KOHLERT, ROBERT BUTLER (KING'S COLLEGE) optimistic denial processed messages systematically, but with a bias against protection, which in turn explained defensive Numerous studies support that religiosity and prejudice are responses. Being high in avoidance denial was not related to positively correlated. Several aspects of religiosity have been engaging in systematic processing. explored to explain this relationship (Hunsberger & Jackson, 2005). The purpose of this study was to examine if POSTER 2 ingroup-outgroup perceptions mediate the relationship between religiosity and prejudice. Results suggest that group status is a MAKING DECISIONS AND MAKING MORAL DECISIONS better predictor of prejudice than religious teachings, beliefs, or practices. Implications and limitations of this research are LING-CHUAN CHU (QUINEBAUG VALLEY COMMUNITY discussed. COLLEGE) POSTER 6 This study was designed to examine the factors that affect mundane decisions and moral decisions. Social context and WHAT MAKES WOMEN JEALOUS IN NON-THREATENING personality traits were the main variables. One hundred and SITUATIONS? THE ROLE OF ATTACHMENT STYLE AND fifteen college students were recruited to make decisions on two RIVAL PHYSICAL APPEARANCE. moral dilemmas (“Kill and Let Die” and Trolley Dilemma) and three mundane situations, and to respond to a personality ALISON BAREN (THE GRADUATE CENTER, CITY inventory. The patterns of the decision showed more rule-based UNIVERSITY OF NEW YORK), ANNA BEHLER, RICARDO on moral dilemmas and more outcome-based thinking on ALMONTE, CLAUDIA BRUMBAUGH (QUEENS COLLEGE, mundane decision. CITY UNIVERSITY OF NEW YORK) POSTER 3 We examined the role of physical attractiveness of same-sex others and attachment in romantic jealousy and competition. THE EFFECT OF EGO-DEPLETION AND SOCIAL NORMS ON Participants interacted with each other in non-threatening PREJUDICE situations (Study 1) or completed a computer task involving attractive or unattractive photos (Study 2). Attachment insecurity KATIE DORMAN, ANGELA HARRIS, BRITTANY WILSON, corresponded to more jealousy and competitiveness. Attractive JAMIELYN SAMPER, MICHAEL KITCHENS (LEBANON others increased competition, but the effect on jealousy was less VALLEY COLLEGE), STEVEN BUZINSKI (UNIVERSITY OF robust. This suggests that attachment influences jealousy and NORTH CAROLINA, CHAPEL HILL) competition, which is also impacted by potential rival’s attractiveness. Based on previous research, we hypothesized that the depleting self-regulation task will have an effect on the expression of POSTER 7 133
acquires stability with greater acquaintance. CONTEXT DEPENDENCY OF STEREOTYPES POSTER 11 THOMAS E. CUTHBERT, DAVID A. WILDER (RUTGERS UNIVERSITY) TOWARD UNDERSTANDING HOW UNDERGRADUATES INTERPRET AN AMBIGUOUS PARTY SITUATION This experiment examined the fluidity of stereotypes as a function of the context in which they are made salient. Subjects DEBRA HULL (WHEELING JESUIT UNIVERSITY), JOHN HULL accentuated their stereotypic judgments of extreme groups when (BETHANY COLLEGE), ERIN SHEPLAVY, BRIDGET WELSH other groups were salient that had been rated more moderately (WHEELING JESUIT UNIVERSITY) on those characteristics. Results indicated that stereotypes are flexible and can be moderated or accentuated depending on Undergraduates read and evaluated a passage about a party that what other comparison groups are salient in the situation. might lead to date rape. Next, they indicated whether they thought they had been involved in sexual assault, abuse, and POSTER 8 harassment before, and again after, reading legal definitions of the terms. Overall, men disagreed less with date rape myths than WHEN THE HALF AFFECTS THE WHOLE: BIRACIAL did women, while participants were more likely to report STEREOTYPE THREAT involvement in sexual abuse and sexual harassment after reading the definitions. NICHOLAS GARRETT WOOLF (IN PROGRESS), SUNAINA BASU (IN PROGRESS), SARAH E. GAITHER, JENNIFER R. POSTER 12 SCHULTZ, JESSICA REMEDIOS, SAMUEL R. SOMMERS (TUFTS UNIVERSITY) "SHARED ENTHUSIASM BRINGS ABOUT POSITIVE PSYCHOLOGICAL FUNCTIONING" Research suggests that stereotype-threat affects testing outcomes for monoracial minorities, however these outcomes ALEXANDER R GARINTHER (BOSTON COLLEGE) have not been examined for biracial individuals. 38 biracial Black/White participants were primed either with their Black Canavan (2002) coined the term “social energy” to describe the identity or White identity and completed a 30-minute verbal GRE distinct psychological phenomenon that occurs when two or more examination. Participants primed with their Black identity people share enthusiasm in an interesting topic or activity. The performed significantly worse than participants primed with their current study uses self-reported measures to explore the effects White identity, highlighting the role racial identification can play of social energy on a variety of unique cognitive and behavioral for biracial individuals in testing contexts. variables. Our findings reaffirm and extend the suggestion that social energy can generate positive ways of thinking and acting POSTER 9 within a group setting.
SELF-CONCEPT CLARITY, SELF-MONITORING, AND POSTER 13 PREFERENCE FOR CONSISTENCY UNDERSTANDING SUCCESS: THE RELATIONSHIP FERNANDA ANDRADE (MILLERSVILLE UNIVERSITY) BETWEEN GRIT AND SUBJECTIVE WELL-BEING
Two studies with undergraduate students as participants (N = THOMAS P KELLY (ST. JOSEPH'S COLLEGE NY) 128 for study 1, N = 107 for study 2) found that individuals with high levels of self-concept clarity tended to report lower-levels of This study examined relations between “grit”, defined as passion self-monitoring. However, in both studies, self-monitoring was not and perseverance for long terms goals, and success. In contrast related to self-esteem. Contrary to the expectation, preference for to traditional definitions of success, which have been focused consistency was not related to either self-concept clarity or upon achievement, this study defined success as both self-monitoring. achievement and subjective well-being. Participants completed self-report questionnaires assessing grit, subjective well-being POSTER 10 (e.g., purpose in life, autonomy, environmental mastery, personal
growth, positive relations) and academic achievement. Results March 15 Saturday, THE EFFECTS OF FRIENDSHIP ON THE STABILITY OF suggest a strong relationship between grit and subjective COOLNESS well-bring, but not achievement.
KATHARINE ADAMYK, JOHN CRUZ, ANDREW POSTER 14 VANDERVOORT (GORDON COLLEGE) THE INFLUENCE OF ECONOMICS AND GENDER This poster demonstrates that coolness is a more stable concept ESSENTIALISM ON CHILDCARE DECISIONS among friend groups than among strangers. Round-robin ratings for individual and meta-perceptions of cool were collected from KATHARINE F WILSON (TEMPLE UNIVERSITY) 24 strangers and 16 friends (in groups of 4). Friend groups showed larger consensus on individual perceptions (24%) than We examine the relationship between gender essentialism and stranger groups (4%) and this effect was larger for economic factors with regard to childcare. Participants were meta-perceptions (63% for friends, 8% for strangers). Cool asked how much a spouse must earn to enable the other to stay 134 home, how much of the household duties each will be responsible for, and a gender essentialism scale. Participants PREDICTORS OF ROMANTIC ATTRACTION AND ROMANTIC reporting either spouse needed to earn more money or complete RELATIONSHIP SATISFACTION more chores than spouses had higher levels of essentialist beliefs than those who responded with no difference. SAMANTHA SMALDON, RACHEL DINERO (CAZENOVIA COLLEGE) POSTER 15 The present research was designed to explore the possibility that EFFECT OF MUSIC ON PERSONAL AFFECT, DIRECTED the predictors of romantic attraction (i.e., proximity, similarity, FORGETTING, AND RECOGNIZING FACIAL EXPRESSIONS physical attraction, reciprocity) may also be the predictors of romantic relationship satisfaction. Participants were asked to VICTORIA DESCHENE (THE COLLEGE OF SAINT ROSE) complete an online questionnaire which assessed their current romantic relationship satisfaction as well as the aforementioned This study examined the effect of music on word recall and factors that predict attraction. Results suggested that romantic recognition of emotional facial expressions. College students relationship satisfaction is positively correlated with similarity, (N=63) were randomly assigned to listen to one of two music physical attraction and reciprocity, but not proximity. segments (fast tempo major key or slow tempo minor key). The dependent variables were change in affect, number of words POSTER 19 correctly recalled, and accuracy in recognizing facial expressions. Results failed to find statistically significant effects. EFFECTS OF MONEY PRIME MATERIALISTIC VALUES AND Further research should examine how other music genres affect SITUATION ON AFFILIATION these variables. JAMES B. ALLEN (STATE UNIVERSITY OF NEW YORK, POSTER 16 GENESEO), MATTHEW COUCH, SARA TONTARSKI, ASHLEY ANDERSON, JOANNA CASTROGIVANNI, JOANNA OSTROOT, INTERGROUP THREAT AND SOCIAL DOMINANCE MING ZHU, ALLISON CROPSEY, MELISSA VETRANO, ORIENTATION: INFLUENCES ON OUT-GROUP ASSISTANCE SHANNON SWIATEK, SAMUEL SCHWARTZ (SUNY GENESEO)
SIRENA ANN CLAXON (SAINT VINCENT COLLEGE) Research indicates that exposure to money reduces participants’ desire to affiliate (Vohs et al. 2006). We examined whether This study investigated the effects of intergroup threat and social materialism moderated this effect. We also manipulated whether dominance orientation (SDO) on helping behavior among the situation prompted affiliation. A Money Prime X Affiliation undergraduate football players (N = 65). High SDO players were Condition X Materialism ANCOVA indicated a three way more willing to help the out-group (hypothetical freshmen interaction. Contrary to previous literature indicating that money recruits) than were low SDO players. Consistent with Halabi et primes always reduce affiliation, our results indicated that money al.’s proposal that high SDO individuals offer primes increase affiliation for low materialists in highly affiliative dependency-oriented help to evoke perceptions of out-group situations. incompetence, football players with high SDO may offer help to establish their superiority over the out-group. POSTER 20
POSTER 17 THE EFFECTS OF SIMULATED AGING ON ATTITUDES, PROSOCIAL INTENTIONS, AND LIFE SATISFACTION CONTEXTUAL MODULATION OF ELECTROCORTICAL RESPONSES TO INFORMATION-PROCESSING CONFLICT IN STEFANIE GREEN (THE COLLEGE OF ST. ROSE) A GO/NOGO TASK Examined whether a simulated aging activity would cause more JULIA LYNN FELDMAN, ANTONIO LUIS FREITAS (STONY positive attitudes toward the aged, an increased desire to help, BROOK UNIVERSITY) and higher satisfaction with life. Eighty-six college students participated; half were randomly assigned to complete three tasks with sensory deficits designed to simulate aging and half served as the control. Questionnaires were completed. Result We examined event-related-potential (ERP) responses to showed that individuals who experienced simulated aging had sequentially manipulated information-processing conflict in a more favorable attitudes toward older adults than did individuals Go/NoGo task. By varying the Go/NoGo rule participants applied in the control condition. across trials, we tested whether any adaptation to information-processing conflict would generalize across the rules’ POSTER 21 different stimulus-response mappings. Supporting Verguts and Notebaert’s (2009) associative-learning model of conflict PERSONALITY INDICATORS OF PERFECTIONISM AS adaptation, ERP responses indicative of conflict detection were PREDICTORS OF ANXIETY AND LOW SELF-ESTEEM attenuated on the second of two NoGo trials only when the same Go/NoGo rule was applied across consecutive trials. CATHERINE ELIZABETH O'HEARN (THE COLLEGE OF SAINT ROSE) POSTER 18 135
Examined the extent to which perfectionism correlates with anticipated direction. extraverted personality traits, experience of anxiety in daily life, and levels of self-esteem. Fifty-two college students completed POSTER 25 self-report measures of perfectionism, extraversion, anxiety, and self-esteem. Results suggest that individuals who strive for INFIDELITY AS A PREDICTOR OF RELATIONSHIP perfection due to strong external pressures and a higher SATISFACTION AND SELF-CONFIDENCE sensitivity toward criticism tend to experience greater degrees of anxiety in daily life. Suggestions for further research are COURTNEY BRYAN (THE COLLEGE OF SAINT ROSE) discussed. This study examined two potential correlates of infidelity -- POSTER 22 relationship satisfaction and self-confidence. Fifty-four college students enrolled in a psychology class completed self-report MORE (OR LESS) THAN FACE VALUE: IMPACT OF measures of all constructs. The findings indicated that only one CONTEXT ON LOSING SUPPORT. subscale of self-confidence, athletic confidence, was significantly correlated with infidelity. The results did not support that ELIZABETH JACOBS, ELIZABETH JACOBS, BRIANA MARTZ relationship satisfaction was related to infidelity. Future research (SETON HILL UNIVERSITY), ROSALIE SAMIDE (HAVERFORD should examine other ways of measuring the constructs of COLLEGE) self-confidence and infidelity.
This research identified an important boundary condition POSTER 26 (face-to-face versus computer mediated interaction) on the implications of the asymmetrical model of changes (AMC) within THE RELATIONSHIP OF PARENTAL ATTACHMENTS AND groups. Results indicated that asymmetrical responses on ATTACHMENTS LATER IN LIFE measures of group identification to gaining versus losing majority status (the hallmark finding of the AMC program) did not replicate BREAGHANN SMITH (CABRINI COLLEGE) in computer-mediated contexts. Also, no effects of loss of majority support were observed on persuasion variables. Attachment theory suggests that the quality of early human Implications for small group dynamics are discussed. relationships may affect later attachments with friends and romantic partners. One-hundred and thirty-five undergraduate POSTER 23 students were surveyed to determine if early and present parental attachments are predictive of current attachments with HEAVY PAPERS RECEIVE HIGHER GRADES: THE friends and romantic partners. Both maternal and paternal METAPHORICAL EFFECT OF WEIGHT attachments were shown to be weakly correlated with friend and romantic partner attachments. Further analysis of the BRALEY MCSORLEY, CATHERINE PAVIS, DANIELLE respondents’ self-reports suggested that the degree of parental FLEMING, AMANDA-MEGAN LEVIN, STAG MCDYRE attachment was able to significantly discriminate between (WASHINGTON COLLEGE) respondents who did or did not experience parental divorce and/or abuse. To determine if the concrete perception of the weight of a piece of paper can metaphorically influence abstract judgments of the POSTER 27 quality of an essay printed on that paper, participants evaluated the quality of an essay printed on either heavy-weight or THE ROLE OF RACE IN ATTITUDES TOWARD OBESE light-weight paper. Participants who judged the weight of the INDIVIDUALS paper to be heavier assigned the essay higher grades. These results are consistent with other findings demonstrating the SARAH RYAN, JESSICA KERWIN, SARAH ZWICK, influence of metaphors on judgments. GRETCHEN SECHRIST (MANSFIELD UNIVERSITY)
POSTER 24 This study examined the role of race in attitudes toward obese individuals. Black and White participants rated their favorability THE EFFECTS OF GENDER MATCHING ON AN toward eight model photos (Male/Female, Black/White,
INDIVIDUALS’ COMPETITIVENESS Obese/Average). Results showed that Black Obese Models March 15 Saturday, were less stigmatized than White Obese Models by both White JENNA K KASSINGER, SARA KOTRICK, MEGAN SMITH, and Black participants. In addition, Average Models were rated JACLYN DIDOMENICO, MELISA BARDEN (WALSH more favorably than Obese Models. The research suggests that UNIVERSITY) obese individuals, especially those who are White, experience more prejudice than people of average weight. The purpose of this experiment was to explore whether a participant’s performance would be influenced by knowing the POSTER 28 gender of a “prior participant” who performed well on a task. Participants were informed the “prior participant” was the THINK ABOUT IT! TRAUMA EXPOSURE, THE NEED FOR same-gender, opposite-gender, or the gender wasn’t specified. COGNITION, AND MENTAL HEALTH Participants were expected to perform best if they felt they were competing with someone from the opposite-gender. Although the PATRICIA TOMICH, MORGAN FEE, GREGORY PERRY, results were not statistically significant, they were in the RANDI HIDASEY (KENT STATE UNIVERSITY) 136
research is part of the Many Labs Project, a 38-institution This study assesses whether trauma exposure predicts the need consortium of researchers examining whether 12 documented for cognition, as well as links between these variables and mental effects in psychology replicate. The imagined contact effect health. Participants were 48 young adults (mean age = 24.56). replicated at Ithaca College, suggesting it could be a promising A regression analysis revealed that more traumatic events strategy for reducing anti-Muslim prejudice in the US. predicted a greater need for cognition, which in turn, was associated with better mental health. These findings add to the POSTER 32 developing field of positive psychology, as extant research has not yet assessed the relationship between these variables. CONCEALING IDENTITIES: SOCIAL ANXIETY AND STEREOTYPE ENDORSEMENT AMONG THE LESBIAN, GAY, POSTER 29 AND BISEXUAL COLLEGE POPULATION
DID WASHINGTON OR BIN LADEN SAY IT? QUOTE BRITTANY DECKER, DOMINICK DENOFIO, REBECCA ZOPF, ATTRIBUTION IS STILL RELEVANT CHARLENE CHRISTIE (SUNY ONEONTA)
SAMANTHA TOWLE, PATRICIA HERRMANN, CHRIS HILL, This research examined factors impacting feelings of social KATRINA VEGA, CHINNEMENMA UDOKWU, EILEEN anxiety and perceptions of stereotype endorsement among GRANDEL, KAILYN MOONEY, BRITTANY CAREY, SHASTA people who belong to a concealable stigma group. In this study SAVAGE, LEIGH ANN VAUGHN (ITHACA COLLEGE) we specifically examined members of the lesbian, gay, and bisexual (LGB) community, focusing on perceptions of social Research done over 70 years ago demonstrated that people can support and feelings of social anxiety. Our results revealed agree more with quotes attributed to more prestigious speakers. significant differences in social anxiety and perceptions of Although it has contributed to subsequent theory and research, stereotype endorsement between heterosexual, LGB, and the original research apparently was never replicated. The straight allies of the LGB community. current research is part of the Many Labs Project, a 38-institution consortium of researchers examining whether 12 documented POSTER 33 effects in psychology replicate in as many labs as possible. We found the quote attribution effect conceptually replicated at Ithaca DISSOCIATION AND FLOW IN ACTING STUDENTS College. MARIA EUGENIA PANERO (BOSTON COLLEGE), LANDON POSTER 30 MICHAELS (NOVA SOUTHEASTERN UNIVERSITY)
THE EFFECT OF MOTIVATIONAL ORIENTATIONS ON Actors must continually “become” other people. Does this lead to SELF-COMPASSION AND PSYCHOLOGICAL VITALITY greater dissociation as well as greater flow? Forty-two acting students completed the Dissociative Experiences Scale and the KATRINA VEGA, KAILYN MOONEY, SHASTA SAVAGE, Activity Experience Scale (a measure of flow) pre and post 6 EILEEN GRANDEL, SAMANTHA TOWLE, CHINNEMENMA months of acting training. Two findings emerged. First, actors UDOKWU, BRITTANY CAREY, PATRICIA HERRMANN, CHRIS displayed high dissociation at time 1, suggesting that high HILL, LEIGH ANN VAUGHN (ITHACA COLLEGE) dissociators self-select into acting. Second, DES absorption scores decreased, suggesting that acting actually protects actors Acceptance of negative events and integrating them into the self from full dissociation. is associated with self-compassion (extending kindness to the self when one is suffering) and autonomous motivation (in which POSTER 34 people feel volitional, as opposed to controlled motivation in which people feel pressured). However, no prior research has AFFIRMING GENDER IDENTITY AND IMPLICIT ATTITUDES examined whether priming autonomous motivation can enhance TOWARD CONTRACEPTIVES self-compassion. The current experiment shows that priming autonomous (vs. controlled) motivation results in higher VALERIE L. LAWS, LUIS M. RIVERA (RUTGERS UNIVERSITY, self-compassion, which then results in higher psychological NEWARK), CHERYL STEBBINGS (CAL STATE SAN vitality. BERNARDINO)
POSTER 31 Two experiments demonstrate that affirming women’s gender identity leads to relatively negative implicit attitudes toward IMAGINED CONTACT WITH MUSLIMS CAN INCREASE condoms and birth control pills. Moreover, this effect appears to INTENTIONS FOR CONTACT IN THE US be particularly robust among women who strongly identify with their gender ingroup. We argue that this is the case because a CHINEMENMA UDOKWU, EILEEN GRANDEL, BRITTANY gender affirmation activates the motivation to procreate, and CAREY, SAMANTHA TOWLE, KAILYN MOONEY, KATRINA therefore should lead women to reject any sexual behavior that VEGA, CHRIS HILL, SHASTA SAVAGE, PATRICIA does not favor procreation such as the use of contraceptives. HERRMANN, LEIGH ANN VAUGHN (ITHACA COLLEGE) POSTER 35 Research done in the UK shows that imagined intergroup contact with Muslims can increase intentions to engage in future contact. THE ROLE OF INTERGROUP CONTACT AND POSITIVE However, this finding had not been tested in the US. The current EMOTIONS IN OUTGROUP HELPING 137
suggest that there are correlations between certain personality BRIAN M. JOHNSTON (THE GRADUATE CENTER, CITY traits and the types of information displayed on a social UNIVERSITY OF NEW YORK), DEMIS E. GLASFORD (JOHN networking profile. JAY COLLEGE, CITY UNIVERSITY OF NEW YORK) POSTER 39 Does intergroup contact increase willingness to help other groups? Participants were randomly assigned to evaluate a racial ATTACHMENT ONLINE: THE PRESENTATION OF SECURITY / ethnic outgroup. Intergroup quality and quantity contact, IN ONLINE DATING emotions, and willingness to help were assessed toward the target-outgroup. Across outgroups, whereas quality contact was CLAUDIA BRUMBAUGH (QUEENS COLLEGE, CITY more strongly related to helping, which was explained by liking UNIVERSITY OF NEW YORK), M. JOY MCCLURE (ADELPHI and empathy, quantity contact was also (less strongly) UNIVERSITY), SANITA CHANCHALL, AMELIA MERKER, associated with helping, which was explained by liking. REBECCA WALSH, ANNA BEHLER (QUEENS COLLEGE) Implications of contact for outgroup helping are discussed. This study determined how attachment security manifests within POSTER 36 the context of online dating. Participants completed attachment measures, and under different acceptance/rejection prime SOCIAL DOMINANCE ORIENTATION IN INTERRACIAL conditions, they constructed dating profiles which were later VERSUS SAME-RACE ROOMMATE RELATIONSHIPS coded. Overall, we found that insecurely attached people presented themselves somewhat less favorably in their dating PATRICIA HOPKINS, NATALIE SHOOK (WEST VIRGINIA profiles. However, the act of writing the profiles and the particular UNIVERSITY) condition had some positive effects on the content of insecure individuals’ profile, and on their feelings about relationships. The current study tested whether intergroup contact reduced social dominance orientation (SDO). Participants were first-year POSTER 40 college students randomly assigned to an interracial or same-race roommate relationship. Participants completed THE RELATIONSHIP AMONG MUSICAL PREFERENCE, measures of SDO in the first and last month of the semester. PERSONALITY, AND ATTACHMENT STYLE Those in interracial roommate relationships experienced a reduction in social dominance orientation over the semester, DANIELA MARTIN, ALEX WELLS (PENN STATE whereas those in same-race rooms did not change in SDO BRANDYWINE) levels. The primary goal of this study, based on research by Renfrow POSTER 37 and Gosling (2003), was to replicate earlier finding linking music preferences to personality, while improving on the first study’s THE INFLUENCE OF DECEPTION ROLE AND method. In addition to rating participant liking of music genres, RELATIONSHIP TYPE ON JUDGMENTS OF DECEPTIONS we used actual samples of music as a more direct measure of musical preferences. The secondary goal of the study was to DANIEL HRUBES, AMY FOX, CAROLYN SEPULVEDA explore whether musical preferences could be related to (COLLEGE OF MOUNT SAINT VINCENT) attachment style.
This study investigated whether judgments of deceptions made POSTER 41 by individuals involved in the deceptions were influenced by the role played in the deception (agent versus target) and the EXTRACURRICULAR INVOLVEMENT AS A PREDICTOR OF interaction partner (friend versus class acquaintance). INTERPERSONAL DEPENDENCY Participants rated the acceptability of hypothetical deceptions in which they were involved as either the deceiver or the one deceived. Results indicated that the influence of deception role MEAGAN CORBETT (THE COLLEGE OF SAINT ROSE) and interaction partner on judgments of deception vary across harmless deceptions. The current study examined the extent to which extracurricular
involvement correlated with self-esteem and interpersonal March 15 Saturday, POSTER 38 dependency in college students. College students’ (N = 68) self-esteem, interpersonal dependency, and amount of MANIFESTATION OF PERSONALITY THROUGH ONLINE participation in extracurricular activities outside of school were SOCIAL NETWORKS measured using self-report measures. Results indicated that those who show a higher number of extracurricular participation MATTHEW ROBERT PELTON, RACHEL DINERO (CAZENOVIA also show higher levels of emotional reliance (a component of COLLEGE) interpersonal dependency), lower levels of self-confidence, and lower levels of self-esteem. This study was done to explore the relationship between personality type and the way that personality is expressed POSTER 42 through an online social network. Participants were given a Big 5 personality inventory along with a mock social-network profile to REACTIONS TO REJECTION: DOES RACE MATTER? fill out, and then the two were compared. The results of the study 138
SUSAN TEAGUE (SETON HALL UNIVERSITY) and challenged targets viewed in brief soundless videos. Prior research suggested that police officers may be better at thin By including the variable, race, of both potential helper and slicing, as measured by shoot/don't shoot tasks. In the current recipient of help, this study extends investigation of the negative study, the pattern of attributions and classifications was different, cognitive, affective, and evaluative reactions to rejection of one’s however police cadets did not perform significantly better than offer to help documented previously by Rosen, Mickler, & Collins civilians in the classification task. (1987). Competing hypotheses predict that (1) cross-race rejection indicates prejudice, and therefore is experienced more POSTER 46 negatively; (2) cross-race rejection is expected, and therefore not as upsetting. The pattern of results obtained and applications will THE MODERATING EFFECTS OF EMPATHY ON THE be presented. RELATIONSHIP BETWEEN PROSOCIAL BEHAVIOR AND EGOCENTER POSTER 43 MUYU LIN (PEKING UNIVERSITY, BOSTON UNIVERSITY), CLOSENESS AND SELF-CONCEPT CLARITY’S ROLE IN NING WANG, MINGYI QIAN (PEKING UNIVERSITY) ACQUISITION OF PARTNER TRAITS It is not entirely clear how empathy and egocenter would VERONICA ANNA OZOG, GARY W. LEWANDOWSKI JR., interactively influence prosocial behavior. Two studies were PHD. (MONMOUTH UNIVERSITY) carried out to examine the moderating effect that trait (Study 1) and state (Study 2) empathy exert on the relationship between You Make Me a Better and Worse Person: Closeness and egocenter and prosocial tendency (Study 1) and behavior (Study Self-Concept Clarity’s Role in Acquisition of Partner Traits 2). In high empathy group, egocentrism negatively correlated with prosociality, whereas no such relationship was observed in the Relationships typically benefit the self, though there may low empathy group. conditions when relationships may lead individuals to acquire negative traits from their partner. The present study of 155 POSTER 47 undergraduates explored the role of closeness and self-knowledge on acquisition of positive and negative partner SPORT-FAN IDENTIFICATION WITH NFL TEAMS IN traits. Results indicate that as an individual knows their self NEWSPAPER OBITUARIES better, they gain more and lose fewer positive traits. Results also indicate that individuals with less relationships closeness gain JAMONN CAMPBELL, MITCHELL DANDIGNAC, CHRIS more negative traits. BANKERT, KAYLA MCARTHUR, BRENT SESSIONS, CHANEL YOUNG (SHIPPENSBURG UNIVERSITY) POSTER 44 We analyzed the frequency with which deceased individuals' DISCLOSURE OF LIFE EVENTS AND SOCIAL SUPPORT obituaries mentioned their identification with a regional NFL EXCHANGES THROUGH ONLINE SOCIAL NETWORKS team. It was hypothesized that obituaries would be more likely to mention fans’ team allegiance following a successful season KRYS KANIASTY (INDIANA UNIVERSITY OF PENNSYLVANIA compared to a losing campaign. Consistent with the hypotheses, & POLISH ACADEMY OF SCIENCES), KARA SCHULZ, obituaries were significantly more likely to mention team MALGOSIA MIKULA (INDIANA UNIVERSITY OF allegiance following a successful season (57%) compared to a PENNSYLVANIA) losing season (41%). Gender differences also emerged in the pattern of fan-identification in obituaries. Study examined stressful life events disclosed through Online Social Networks (OSNs) and social support exchanges in POSTER 48 response to these disclosures. Data from a web-based survey (N = 159) revealed significant parts of college students’ lives THE EFFECTS OF POLITICAL PARTY MEMBERSHIP AND (particularly positive events) publicly shared online, with every IDEOLOGY ON POLITICAL STEREOTYPING third event posted on OSNs. Respondents reported receiving adequate amounts and quality of social support, although these RACHEL S. RUBINSTEIN, DAVID A. WILDER (RUTGERS acts of helping behavior were not associated with concurrent UNIVERSITY - NEW BRUNSWICK) measures of psychological well-being. This study examined the relationship between political POSTER 45 stereotyping and political party membership and ideology. Conservative Republican participants stereotyped the liberal THIN SLICES BIG DECISIONS: CATEGORIZATION OF Democrat target more than the conservative Republican target. STRESS IN OTHERS Liberal Democrat participants stereotyped neither target significantly more than the other. Among moderate participants, LUKAS KLAPATCH (BRIDGEWATER STATE UNIVERSITY), stereotyping was greater for the liberal Democrat target than for STEFANIE MORGAN (STANFORD UNIVERSITY), ELIZABETH the conservative Republican target, and this difference SPIEVAK (BRIDGEWATER STATE UNIVERSITY) approached significance. The availability heuristic is discussed as an explanation for the behavior of moderates. Police cadets and psychology subject pool participants made attributional and stress classification judgments of threatened POSTER 49 139
memory (i.e., forgiven versus not forgiven) influenced indirect THE EFFECTS OF HUMOROUS ADVERTISING ON aggression levels. We found evidence that recalling social and STEREOTYPE THREAT self-inflicted social pain memories where the person who caused the pain was not forgiven resulted in higher levels of indirect JONATHAN DAVID SANTIAGO, BACHELOR'S DEGREE, aggression than the other conditions. Our findings suggest the ROBIN GUSTAFSON (WESTERN CONNECTICUT STATE importance of forgiveness. UNIVERSITY) POSTER 53 Gender stereotypes are often portrayed in humorous advertising as a way of capturing people’s attention. The current study THE EFFECT OF RECIPIENT AGE AND GENDER ON sought to examine whether or not the humor present in an CHARITABLE GIVING advertisement mediated gender stereotype threat. Participants viewed either humorous or nonhumorous advertisements that MARGARETT MOLINA (ALBRIGHT COLLEGE) either contained or did not contain gender stereotypes and then took academic style tests. Results failed to provide evidence that This study examined how gender and age of a person in need, in gender stereotype threat is mediated by the humor in an this case a cancer patient, affect the likelihood of donating money advertisement. or volunteering time to help the patient. Infants received more assistance in number of hours volunteered, as compared to POSTER 50 elderly persons, but age had no effect on the amount of money donated. There was no effect of gender, and gender did not SOCIAL MEDIA USE, EXERCISE, AND LIFE SATISFACTION moderate the effect of age. IN COLLEGE STUDENTS POSTER 54 OLIVIA UMPIERRE, HOLLY MCINTYRE, SHANISE BARONA, ERIN SPEECHES, ML KLOTZ (SUSQUEHANNA UNIVERSITY) RELATIONSHIPS BETWEEN AUTISTIC TRAITS, SELF-ESTEEM, COMPULSIVE INTERNET USE, AND ONLINE Many college students access social media sites for information BEHAVIORS and motivation regarding health, exercise, and fitness. We found support for hypothesized relationships among students’use of CHRISTINA SHANE-SIMPSON, ERICA GOLIN, PATRICIA fitness-related social media sites, specific motivations for BROOKS, & KRISTEN GILLESPIE-LYNCH (THE GRADUATE exercising, and general life satisfaction. Students who accessed CENTER AT THE CITY UNIVERSITY OF NEW YORK) fitness-related social media had significantly greater intrinsic motivation to exercise and exercised more frequently. In The current study examines associations among autistic traits, addition, those who exercised for intrinsic reasons exercised self-esteem, CIU, and social network site use in a non-clinical more and were more satisfied with their lives. population. 239 students took an online survey that assessed Facebook Connection Strategies, Compulsive Internet Use, POSTER 51 Social Responsiveness, and Self-Esteem. Results demonstrate that associations between autistic traits and CIU are linked to PEDESTRIAN BEHAVIOR IN DOWNTOWN: COMPARISONS restricted and repetitive interests, rather than social symptoms or OF LOCATION, TIME, GENDER AND EVENTS. self-esteem. CIU appears to be a significantly strong predictor for Facebook connection strategies. JOHN ROBERT MACARTHUR, PATRICIA KOTRADY, LEA SIMMS, TERESA BARBER, JAMES SKELTON (DICKINSON POSTER 55 COLLEGE) IDEAL PARTNER PREFERENCES OF HOMOSEXUALS AND Pedestrians were observed downtown and identified by several HETEROSEXUALS factors, including age, gender, etc. We compared pedestrians during several times, including lunchtime and evening times, and CELINA R. FURMAN, SHANHONG LUO, MEGAN SLATER compared pedestrians during days of the week or weekend when (UNIVERSITY OF NORTH CAROLINA AT WILMINGTON), ERIN nothing was scheduled or during the "First Friday" (theme events S. LAVENDER-STOTT (VIRGINIA POLYTECHNIC INSTITUTE associated with longer hours of shopping and dining). The results AND STATE UNIVERSITY) March 15 Saturday, showed variations in Pedestrian counts associated with genders, times, locations, and events. A comparison of homosexuals to heterosexuals on ideal partner preferences revealed that heterosexual men desire physical POSTER 52 attractiveness in a partner the most, where as heterosexual females, lesbians, and gay males desire honesty, commitment, EXAMINING INTERACTION BETWEEN FORGIVENESS AND and agreeableness. Results provide some support for the TYPE OF PAIN MEMORY ON INDIRECT AGGRESSION evolutionary theory, but also suggest that mate preferences should be more carefully examined, especially in terms of MICHELLE MORALES, KYLE PASQUARIELLO, JENNIFER M. females, to determine whether they are completely driven by KNACK (CLARKSON UNIVERSITY) evolution or if there are factors involved.
We examined whether the type of pain memory (i.e., social pain, POSTER 56 self-inflicted social pain, physical pain) and the nature of the 140
COVERT BULLYING IN THE WORKPLACE: POWER AND of this model: Perceptions of an actor’s negative personal history PERSPECTIVE INFLUENCE REACTIONS TO SARCASM can mitigate blame, even when the act is committed intentionally. Meditational analyses provide support for the explanatory VICTORIA KAZMERSKI, DAWN BLASKO, SHARIFFA SHEIK importance of a novel construct, second-order free will. This DAWOOD, ROBERT FOGLE, ERICA EDWARDS, CHRISTIE perception indicates the actor never freely chose to possess his LESLIE, ALICIA MCALLISTER (PENNSYLVANIA STATE negative intentions, diminishing his culpability. Even so, UNIVERSITY, ERIE, THE BEHREND COLLEGE) perceptions of his changeability going forward remain.
Sarcasm is an often used weapon in the workplace. Participants POSTER 60 read brief scenarios (from a speaker or listener perspective) describing a workplace situation in which either an employee or SHORT-TERM MATING ORIENTATION CORRELATES WITH boss made a sarcastic or sincere comment to an employee. The RISK-TAKING results showed that power and perspective were important. For example, when taking the situation from the listener’s perspective LESLIE MIGLIACCIO, GORDON BEAR (RAMAPO COLLEGE the boss’s comment was seen as more insulting and less OF NEW JERSEY) humorous. Through questionnaires assessing mating orientation (Simpson & POSTER 57 Gangestad, 1991), we discovered that the short-term strategy (Jackson & Kirkpatrick, 2007) correlates with the propensity for SADOMASOCHISM AND SPORTS: SOCIAL ACCEPTANCE taking risks across a variety of domains (Weber, Blais, & Betz, OF PAIN IN CONSENSUAL CONTEXT 2002). For 50 young men r = .41, and for 21 young women r = .59. Between long-term mating orientation and riskiness the KATHERINE R. FINKELSTEIN (BRANDEIS UNIVERSITY), correlations were essentially nil. The data constitute evidence for KATHERINE RICHMOND (MUHLENBERG COLLEGE) the construct validity of the measures of mating orientations.
Shared aspects of sadomasochism and sports include POSTER 61 normalization of pain and a sense of community for people within these consensual contexts. Considering the social acceptance THE RELATIONSHIP BETWEEN GENETICS AND and rejection within both interpersonal frameworks, this study PERSONALITY FACTORS ON PEER-PRESSURE examined the effect of context and pain severity on SUSCEPTIBILITY stigmatization. Results indicated greater stigmatization of sporting/severe pain conditions than sexual conditions; however, RACHEL BOYLE, KARLY SIFFIN, MICHAEL KITCHENS, participants who were familiar with the sadomasochistic MICHELLE NICULESCU (LEBANON VALLEY COLLEGE) community responded more positively than those who were not, regardless of condition. We hypothesized confederates would influence participants to approve of risky behaviors. Participants and confederates POSTER 58 viewed a movie clip portraying a man engaging in dangerous behavior. During a discussion of opinion, participants’ agreement A PRELIMINARY DEVELOPMENT OF THE SELF-EXPANSION with the group was rated. Participants completed an assessment DOMAIN QUESTIONNAIRE of their attitudes about the behavior. Our hypothesis was supported; the pro-risk group rated the risky behaviors YING TANG (SYRACUSE UNIVERSITY) significantly more positively than the risk-averse and neutral group. We have developed a tool to measure peer-pressure. Self-expansion model (Aron & Aron, 1986) suggests that a central human motivation is a desire to expand one’s self. While POSTER 62 the model has traditionally focused on relationships, self-expansion could also take place in non-relationship domains. MASCULINITY AND FEMININITY PREFERENCES IN AN This study aims to develop a new scale to empirically identify IDEAL PARTNER: COMPARING HETEROSEXUALS AND self-expansion domains along the proposed six dimensions, HOMOSEXUALS including social influence, achievement, cognitive complexity, relationship, existential meaning seeking, and altruism. MEGAN SLATER, SHANHONG LUO, CELINA R. FURMAN Reliability and validity of the current measure are evaluated. (UNIVERSITY OF NORTH CAROLINA AT WILMINGTON), ERIN LAVENDER-STOTT (VIRGINIA POLYTECHNIC INSTITUTE POSTER 59 AND STATE UNIVERSITY)
UNDERMINING PERCEPTIONS OF “SECOND-ORDER” FREE Six hypotheses were proposed regarding heterosexual and WILL VIA HISTORICAL INFORMATION ABOUT A homosexual men and women’s preferences of partner’s TRANSGRESSOR DISCONNECTS PERCEIVED masculinity and femininity based on evolutionary theory. One INTENTIONALITY FROM MORAL BLAME hundred sixty-eight participants rated themselves and their ideal partner on masculinity and femininity. Results indicated that STEPHANIE CERCE, MICHAEL GILL (LEHIGH UNIVERSITY) heterosexual men did not differ from homosexual men or homosexual women in desired partner femininity; heterosexual Existing blame research focuses on how intentionality women had a slightly stronger desire for partner masculinity than perceptions predict blame responses. We propose an expansion heterosexual men and homosexual women, but no difference 141 from homosexual men. consent would be a moderating variable in the preference for a dominant role in a fantasy vignette. This is consistent with the POSTER 63 research by Kiefer and Sanchez (2007) that concluded men automatically inhibit their dominant tendencies in a sexual INGROUP EMOTION EXPRESSIONS ARE MORE context. ACCURATELY AND CONFIDENTLY RECOGNIZED THAN OUTGROUP EXPRESSIONS POSTER 67
JACKLYN CARNEY, BENJAMIN HUTCHINS, STEVEN YOUNG ATTITUDES TOWARD GAY MEN AND LESBIANS: GENDER (FAIRLEIGH DICKINSON UNIVERSITY) AND RELIGIOUS DIFFERENCES
Past research has found that facial expressions of emotion JOELLE BAZAZ, ANSON E. LONG (INDIANA UNIVERSITY OF displayed by social ingroup members are more accurately PENNSYLVANIA) identified than expressions displayed by outgroup members, even when the intergroup boundary is arbitrary. The present College students filled out measures of attitudes toward gay men research finds that perceivers are not only more accurate when and lesbians. Preliminary analyses showed significant gender decoding ingroup expressions, but are more confident in their differences emerge for liking of gay men and lesbians. As identification of ingroup than outgroup expressions. These results predicted, males showed significantly higher ratings of liking for suggest that participants possess some awareness that they are lesbians than for gay men. Females showed a significantly more accurately identifying ingroup expressions. higher liking for gay men than lesbians. Significant differences were also found in terms of religious affiliation. Surprisingly, men POSTER 64 and atheists/agnostics also felt more empathy towards gay men and lesbians. INVESTIGATING INSIDE JOKES: A PRELIMINARY EXAMINATION OF THEIR DEFINING CHARACTERISTICS. POSTER 68
ANNA MAYO (INDIANA UNIVERSITY OF PENNSYLVANIA), DISCRETE EMOTIONS MEDIATE FAVORABILITY TOWARD ANSON LONG (INDIANA UNIVERSITY OF PENNSYLVANIA) PRESIDENTIAL CANDIDATES: EVIDENCE FROM A NATIONAL SAMPLE A pilot study was conducted to develop a conceptualization of inside jokes. Humor research has examined the function of GABRIEL A. JOHNSTON, IRA J. ROSEMAN, STEVEN KATZ humor in a variety of ways but has never studied inside jokes. (RUTGERS-CAMDEN) Participants completed an online questionnaire designed to obtain a comprehensive definition of inside jokes. Results Using data from a nationally representative sample, we tested six determined a working definition of inside jokes and found discrete emotions as mediators between respondents’ numerous significant correlations between the use of inside jokes perceptions of presidential candidates and favorability ratings. and a variety of personality and humor traits. We found that hope, anger, and contempt were partial mediators of favorability toward Bill Clinton; and anger was a partial POSTER 65 mediator of favorability toward Bob Dole. These replicated mediational findings from a study of favorability toward Obama EXPERIENCE OF ONE’S BODY AND HEALTH BEHAVIOR and McCain in the 2008 election. The findings suggest discrete IMPORTANCE emotions matter in political domains.
TARA BROCCOLI (MITCHELL COLLEGE) POSTER 69
The way that women experience their bodies may influence their WHEN FAULT IS AMBIGUOUS, PEOPLE NON-APOLOGIZE physical health. This research explored the relationship between perceptions related to one’s body and perceived importance of KEVIN J. MCKILLOP, JR., KAILEE WALDEN, KAITLIN MORAN, health behaviors in a sample of undergraduate women. SAL MELILLO, MICHAILA HATTY (WASHINGTON COLLEGE) Significant correlations between body shame and body disconnect, body shame and body investment, and body College students were more likely to generate non-apologies for March 15 Saturday, investment and perceived importance of health behaviors a transgression for which their responsibility was not clear, and to suggests the necessity of considering the experience of one’s generate real apologies for a transgression for which they were body in relation to perceived importance of health behaviors. clearly at fault. The non-apologies, which judges rated as more focused on the victim, may have allowed subjects to express POSTER 66 concern for the victim’s predicament while avoiding any admission of guilt. DOMINANCE OR SUBMISSION: THE ROLE OF CONSENT IN FANTASY PREFERENCE POSTER 70
CHRISTOPHER FARRINGTON (SUNY NEW PALTZ), SKIN TONE AND CRIME STEREOTYPES AFFECT WHITES’ ALEXANDRA VANBERGAN (SUNY NEW PALTZ) DIFFERENTIAL VISUAL ATTENTION TO BLACKS.
The primary interest of this research was to show that explicit SATHIARITH CHAU, BACHELOR OF ARTS, THOMAS E. 142
MALLOY (RHODE ISLAND COLLEGE), JOHN BULEVICH (RICHARD STOCKTON COLLEGE OF NEW JERSEY), KEITH DIGITAL HISTORY: STANLEY HALL'S TRAVELS, B. MADDOX (TUFTS UNIVERSITY) INTELLECTUAL NETWORKS, ETHOLOGY/COMPARATIVE, TRENDS WITH PSYCINFO Whites searched for and identified the perpetrator or victim of a crime from a lineup of three Black faces that varied in skin tone. Four digital history of psychology projects: (1) a geographical Participants’ eye movements were recorded. Dark and average study of G. Stanley Hall's lecture tours promoting his "Child faces were attended to more often than light faces when Study" movement; (2) a network investigation of journal articles, searching for perpetrators; whereas for victims, light faces were to capture the intellectual structure of American psychology from attended to more often. Selection of faces was not the 1880s to the 1920s; (3) a network study of the impact, in the discriminatory. Tone bias occurs during encoding of stimulus 1950s, of European ethology on North American comparative information through stereotype-based visual search and psychology; and (4) a method for using PsycINFO to investigate attention. intellectual trends in psychology since 1967.
POSTER 71 Presentations
HYPERCOMPETITIVENESS AND THE ACCEPTANCE OF Mapping the Psychologist as Public Scientist: G. Stanley COSMETIC SURGERY AMONG WOMEN AND MEN Hall’s Late-Nineteenth Century North American Travels by Jacy L. Young (York University) MAIJA ROBBINS, ALYSON FAIRES, ELSBETH PAIGE-JEFFERS, BILL THORNTON (UNIVERSITY OF Capturing All of Early American Psychology in a Single SOUTHERN MAINE), RICHARD M. RYCKMAN, JOEL A. GOLD Network? (UNIVERSITY OF MAINE) by Christopher D. Green (York University), Ingo Feinerer (Vienna University of Technology) Women have long competed on the basis of physical appearance, and men are now increasingly doing the same. This Networking Ethology’s Impact on the Organisms Studied in study considered the relationship between competitive orientation the Journal of Comparative Psychology and attitudes toward cosmetic surgery as a means to achieve a by Daniel E. Lahham (York University) competitive advantage in appearance. A hypercompetitive orientation (psychologically unhealthy) predicted acceptance of Mining the Discipline’s Broad Trends: Power and Pitfalls of cosmetic surgery independent of body dysphoria. Personal PsycINFO’s “Controlled Vocabulary” development competitiveness (psychologically healthy) was not by Jeremy T. Burman (York University) related to either body dysphoria or cosmetic surgery acceptance. Saturday, March 15, 2014 POSTER 72 3:00pm-4:20pm THE AFFECTS OF RACIAL PERCEPTION THROUGH LISTENING TO RAP MUSIC Paper Hancock COGNITIVE PAPERS: ATTENTION MICHELLE ZOHLMAN, MARIANNE FALLON (CENTRAL Saturday, March 15, 2014 CONNECTICUT STATE UNIVERSITY) 3:00pm-4:20pm
In this study, we examined how the message of a rap song and the race of the rap artist affect implicit racial associations. CHAIR: ALBERTO MANZI (MERCY COLLEGE) Participants were exposed to positive and negative messages in rap songs sung by a Black or White rap artist. In White 3:00pm - 3:15pm participants, implicit preference for Whites significantly decreased when a negative message was presented. The race of the rapper SCENE DETECTION WITH GRAYSCALE AND LOW SPATIAL did not affect White preference and did not interact with the FREQUENCY PICTURES message. CARL ERICK HAGMANN (MASSACHUSETTS INSTITUTE OF Saturday, March 15, 2014 TECHNOLOGY) 3:00pm-4:20pm Viewers detected named targets (e.g., smiling couple, harbor) in Symposium Winthrop RSVP sequences of unfiltered grayscale or filtered low spatial frequency pictures presented for 13-80 ms/picture. Unfiltered and HISTORY OF PSYCHOLOGY SYMPOSIUM: DIGITAL filtered pictures gave above-chance results at all durations when HISTORY the target was named before the sequence, but only the Saturday, March 15, 2014 unfiltered pictures were above chance when the name was given 3:00pm-4:20pm afterward; the filtered pictures were near chance. The results suggest that feedforward processing activates conceptual CHAIR: CHRISTOPHER D. GREEN (YORK UNIVERSITY) representations without complementary cortical feedback. 143
3:20pm - 3:35pm 3:00pm - 3:15pm LEARNING AND STIMULUS-DRIVEN COGNITIVE CONTROL: CONTEXTUAL CUING OF EXPLICIT ATTENTION INFANT ABUSE PRODUCES MALADAPTIVE THREAT STRATEGIES RESPONDING AND POOR MATERNAL PROTECTION OF PUPS MATTHEW CRUMP (BROOKLYN COLLEGE OF THE CITY UNIVERSITY OF NEW YORK) ROSEMARIE PERRY (NKI, NYU LANGONE MEDICAL CENTER) REGINA M. SULLIVAN (NKI, NYU LANGONE The present work investigates the role of learning and memory MEDICAL CENTER) processes in setting and adjusting attention filtering demands. The findings show that explicitly-induced attention filtering in an Early life adversity is associated with increased aggression and Erickson flanker task can be brought under stimulus-driven risk-taking behavior, and atypical mother-infant interactions. control, with incidental features in the task display (location, Defensive responses to a predator odor were assessed in normal color, font-type etc.) triggering the application of associated and infant abused adults, including mothers. All animals, attention filtering weights in a rapid, online fashion. Implications regardless of rearing conditions, displayed fear to predator odor. for theories of cognitive control are discussed. However, infant abuse heightened the fear response to threat by decreasing passive defensive behaviors and increasing active 3:40pm - 3:55pm defensive behaviors. Furthermore, infant-abused mothers failed to protect their pups in response to predator odor. THE INFLUENCE OF MULTIPLE ITEMS IN WORKING MEMORY ON VISUAL SEARCH 3:20pm - 3:35pm
GAIL M. ROSENBAUM, JASON M. CHEIN (TEMPLE BILINGUALISM AND THE SYNONYM EFFECT UNIVERSITY) ELENA BROWN, PAMELA BLEWITT (VILLANOVA The Focus of Attention (FOA) is a subset of working memory that UNIVERSITY) maximally influences attentional allocation. We tested the capacity of the FOA, which is currently debated, by having This study compared monolingual and bilingual children’s participants complete a memory-search task. Results support a susceptibility to the “synonym effect,” difficulty learning multiple-item rather than a single-item FOA account: any of four synonyms. Preschoolers were read storybooks containing new serially presented items facilitates subsequent search when synonyms (labels for familiar objects) and nonsynonyms (labels presented as a valid search cue. We propose that for unfamiliar objects). On a comprehension test, monolinguals inconsistencies in the literature may be due to differences in task and bilinguals performed equally well on nonsynonyms. Only instruction. monolinguals showed a synonym effect, performing less well on synonyms. All children performed better when words were 4:00pm - 4:15pm represented as English words rather than as labels from an unfamiliar foreign language. ATTENTION MODIFICATIONS FOLLOWING CALLIGRAPHY PRACTICE IN COLLEGE STUDENTS 3:40pm - 3:55pm
ALBERTO MANZI (MERCY COLLEGE - NEW YORK), THE PREDICTIVE EFFECT OF SOCIAL STATUS GOALS ON JENNIFER OLDSTONE-MOORE (WITTENBERG UNIVERSITY) DEPRESSIVE SYMPTOMS
This study investigated cognitive and psychological modifications ALEXANDRA D. SULLIVAN, NICOLE LAFKO, DIANNA as a function of calligraphy training. College students practiced MURRAY-CLOSE (UNIVERSITY OF VERMONT) writing the Chinese character ‘ren’, (endurance) repeatedly for 5 minutes, three times a week for 13 weeks. Objective (ANT) and This study examined the relationship between social status goals subjective attention measures were collected at the beginning (i.e., desiring to be popular or well-liked by peers, termed and end of the semester. Preliminary results indicated popularity goals and preference goals, respectively) and improvements in alertness and executive control in the training depressive symptoms in men and women. It was expected that March 15 Saturday, group, but not in the control group. only popularity goals would be associated with depressive symptoms, and that this relation would be strongest for women. Saturday, March 15, 2014 As expected, the desire to be popular predicted depression only 3:00pm-4:20pm in females. Unexpectedly, wanting to be well-liked predicted depression in males. Paper White Hill 4:00pm - 4:15pm DEVELOPMENTAL PAPERS I Saturday, March 15, 2014 BEHAVIORAL RESCUE OF ADULT DEPRESSIVE-LIKE 3:00pm-4:20pm BEHAVIOR FOLLOWING ABUSIVE ATTACHMENT DURING INFANCY IS MEDIATED BY AMYGDALA SEROTONIN
CHAIR: ROSE PERRY (NYU) 144
MILLIE RINCON CORTES (NYU SACKLER INSTITUTE FOR (W.H.O., 1946). It includes physical health, psychological health, GRADUATE BIOMEDICAL SCIENCES AT THE NYU SCHOOL and general life satisfaction (Diener and Chan, 2011). In our OF MEDICINE), GORDON A. BARR (ANESTHESIA AND symposium, four papers examine the individual and contextual CRITICAL CARE MEDICINE, CHILDREN'S HOSP. OF influences on health in the lives of adolescents, emerging adults, PHILADELPHIA, PERELMAN SCHOOL OF MEDICINE, working aged adults, and older adults. UNIVERSITY OF PENNSYLVANIA), REGINA M. SULLIVAN (NEUROSCIENCE AND PHYSIOLOGY, NYU SACKLER Presentations INSTITUTE; NYU CHILD STUDY CENTER, CHILD AND ADOLESCENT PSYCHIATRY, NYU LANGONE MEDICAL Contextual Factors Contributing to Adolescents’ Nutrition CENTER; EMOTIONAL BRAIN INSTITUTE, NATHAN KLINE Knowledge and Eating Behavior INSTITUTE) by Kaitlyn A. Ferris, West Virginia University, Aaron Metzger, West Virginia University We used a rodent model of abusive attachment to study the amygdala gene expression and serotonergic function in animals "I get by with a little help from my friends": Health exhibiting a depressive-like behavioral phenotype compared to Communication among Emerging Adults those exhibiting a rescue phenotype elicited by maternal odor by Brian J. Ayotte, University of MA - Dartmouth presentation. Our results suggest that abusive attachment disrupts adult stress responses and serotonergic function in the Personality and Health among Bereaved Adults amygdala, which may contribute to the expression of by Nicole M. Silva, West Virginia University, James A. Henrie, depressive-like behaviors in rodents. Research Institute on Addictions, University at Buffalo, State University of New York Saturday, March 15, 2014 3:00pm-4:20pm Identifying Modifiable Correlates of Body Mass Index (BMI) by Valerie K. Blake, West Virginia University, Julie Hicks Patrick, West Virginia University Event Beacon Hill EPAGS WORKSHOP: STICKY SITUATIONS IN ACADEMIA Discussant(s): Natalie Shook, PhD (West Virginia University) Saturday, March 15, 2014 3:00pm-4:20pm Saturday, March 15, 2014 3:00pm-4:20pm CHAIR: HEATHER SIENKIEWICZ (COLLEGE OF ST. JOSEPH) Paper Stuart
STICKY SITUATIONS IN ACADEMIA SYMPOSIUM: DISTORTIONS IN TIME PERCEPTION AND TIMING BEHAVIOR IN CLINICAL POPULATIONS HEATHER SIENKIEWICZ (COLLEGE OF ST. JOSEPH), JILL Saturday, March 15, 2014 SWIRSKY (ROWAN UNIVERSITY) 3:00pm-4:20pm
Let’s face it: awkward situations arise all the time. Have you ever been in a situation where a professor flat out refuses to respond CHAIR: BRUCE L. BROWN (QUEENS COLLEGE AND THE to an e-mail, or gives you a grade you don’t agree with? There is GRADUATE CENTER, CITY UNIVERSITY OF NEW YORK) a right way and a wrong way to handle that kind of situation, and this event will help you to learn what to do. The event will be a DISTORTIONS IN TIME PERCEPTION AND TIMING loose, discussion-based event where several “sticky” scenarios BEHAVIOR IN CLINICAL POPULATIONS will be presented and discussed. Distortions in in temporal perception and timing behavior are Saturday, March 15, 2014 present in a number of neurological/psychiatric conditions. The 3:00pm-4:20pm three presentations in this symposium examine these temporal distortions across several clinical populations of children: children Symposium Whittier with cerebellar lesions, children with ASD, and children with ADHD. Effects are interpreted in terms of cognitive processes APPLIED SYMPOSIUM: INDIVIDUAL AND CONTEXTUAL that may underlie observed differences in timing. INFLUENCES ACROSS THE LIFE SPAN Saturday, March 15, 2014 Presentations 3:00pm-4:20pm Time Perception in Children Treated for a Cerebellum Tumor by Pierre S. Zélanti (Laboratory of Social and Cognitive CHAIR: NATALIE SHOOK (WEST VIRGINIA UNIVERSITY) Psychology, Blaise Pascal University and the French National Centre for Scientific Research, Clermont-Ferrand, France), Sylvie INDIVIDUAL AND CONTEXTUAL INFLUENCES ON HEALTH Droit-Volet (Laboratory of Social and Cognitive Psychology, AND WELL- BEING ACROSS THE LIFE SPAN Blaise Pascal University and the French National Centre for Scientific Research, Clermont-Ferrand, France), Georges “Health is … not merely the absence of disease or infirmity” Dellatolas (Inserm U669, France), Virginie Kieffer (Department of 145
Pediatric and Adolescent Oncology, Gustave Roussy Institute, Villejuif, France and Hôspitaux de Saint-Maurice, Centre de Suivi Presentations et d’insertion, Saint-Maurice, France), Nicole El Massioui (Université Paris-Sud, Centre de Neurosciences Paris-Sud, UMR Self-beliefs as predictors of life satisfaction and well-being: 8195, Orsay F-91405 and the French National Centre for Structure, valence, and conceptual elaboration Scientific Research, France), Bruce L. Brown (Queens College by Celeste Sangiorgio (Hunter College--CUNY), Warren A. and The Graduate Center, City University of New York), Valérie Reich, Ph.D. (Hunter College--CUNY), & Jason Young, Ph.D. Doyère (Université Paris-Sud, Centre de Neurosciences (Hunter College--CUNY) Paris-Sud, UMR 8195, Orsay F-91405 and the French National Centre for Scientific Research, France), Joëlle Provasi Variations Across Negative Elaboration and Aggression: An (Laboratoire CHArt, EPHE, Paris, France), Jacques Grill Idiographic Analysis (Department of Pediatric and Adolescent Oncology, Gustave by Joshua D. Wright (Hunter College--CUNY), Jason Young, Roussy Institute, Villejuif, France) Ph.D. (Hunter College--CUNY)
Time Processing in Developmental Disorders: ASD and Within-person variance in emotion ratings is correlated with ADHD right-wing ideological traits by Susanna Salomäki (University of Turku, Finland) by Jason Young, Ph.D. (Hunter College--CUNY), Warren A. Reich, Ph.D. (Center for Court Innovation), & Vicki Morimoto Assessment of Timing in Children with and without Autism: (Hunter College--CUNY) Does Autism Modulate the Effects of Emotional Stimuli? by Erich K. Grommet (Queens College and The Graduate Discussant(s): Jason R. Young (Hunter College--CUNY) Center, City University of New York), Pierre S. Zélanti (Laboratory of Social and Cognitive Psychology, Blaise Pascal Saturday, March 15, 2014 University and the French National Centre for Scientific 4:30pm-6:30pm Research, Clermont-Ferrand, France), Paulina Kaczmarczyk (Queens College, City University of New York), Yuliya Paper Ochakovskaya (Baruch College and The Graduate Center, City University of New York), Rosemarie G. Sapigao (Queens SOCIAL PAPERS: GOALS AND JUDGMENTS College, City University of New York), Nancy S. Hemmes Saturday, March 15, 2014 (Queens College and The Graduate Center, City University of 4:30pm-6:30pm New York), Sandrine Gil (Research Center on Cognition and Training, Poitiers University and the French National Centre for Scientific Research, France), Sylvie Droit-Volet (Laboratory of CHAIR: JAMES W. FRYER, PH.D (STATE UNIVERSITY OF Social and Cognitive Psychology, Blaise Pascal University and NEW YORK AT POTSDAM) the French National Centre for Scientific Research, Clermont-Ferrand, France), Bruce L. Brown (Queens College 4:30pm - 4:45pm and The Graduate Center, City University of New York) EMOTIONAL CONTROL BELIEFS AND AVOIDING NEGATIVE Discussant(s): Bruce L. Brown (Queens College and The STIMULI: THE MODERATING ROLE OF GOALS Graduate Center, City University of New York) DANIEL ROVENPOR, LINDA ISBELL (UNIVERSITY OF Saturday, March 15, 2014 MASSACHUSETTS AMHERST) 3:00pm-4:20pm Does the belief that emotions are controllable lead people to Paper approach or avoid negative stimuli? Reasoning that emotional control beliefs may serve either as an incentive to avoid negative SOCIAL PSYCHOLOGY SYMPOSIUM: EMOTIONS AND stimuli or a resource that facilitates engagement with negative BEHAVIOR stimuli, we predicted that goals would be a key moderator. We Saturday, March 15, 2014 found that under naturalistic conditions, experimentally induced 3:00pm-4:20pm control beliefs promoted engagement with negative over positive Saturday, March 15 Saturday, stimuli. When emotional goals were subtly activated, this effect CHAIR: JASON R. YOUNG (HUNTER COLLEGE, CITY reversed.
UNIVERSITY OF NEW YORK) 4:50pm - 5:05pm
IDIOGRAPHIC APPROACHES TO UNDERSTANDING MINDFULNESS, CONSCIENTIOUSNESS, AND THE EMOTIONS AND BEHAVIOR WITHIN-PERSON STABILITY OF HEALTH-RELATED COGNITIONS AND EXPERIENCES This symposium will examine idiographic approaches using a variety of methods, including HICLAS analysis and JAMES W. FRYER (STATE UNIVERSITY OF NEW YORK AT multidimensional scaling, to examine how within-person variance POTSDAM), RYAN E. O'LOUGHLIN (NAZARETH COLLEGE) across different identities may predict life satisfaction, aggressive behavior, and political ideology. The current research was designed to examine the extent and 146 the antecedents of intraindividual stability and change in 4:45pm - 5:00pm health-related thoughts and experiences. Stability was examined through both profile consistency and profile dispersion. ROMANTIC RELATIONSHIPS OF YOUNG ADULTS WITH Mindfulness showed positive significant relations with the DOWN SYNDROME: PARENTS’ PERSPECTIVE consistency, but not the dispersion, of health-related goals. Conscientiousness, but not mindfulness, significantly predicted BRIDGET MCNAMARA (ST. JOSEPH'S COLLEGE) both aspects of the within-person stability of symptoms. These results highlight the differential relations of health-related goals The purpose of this study was to examine relations between and subjective perceptions of health. parent-child attachment and parents’ attitudes toward romantic relationships in a sample of young adults with Down syndrome. 5:10pm - 5:25pm In an online study, 65 parents completed self-report questionnaires on the parent-child relationship, ratings of FOR THE GREATER GOOD? THE ANTISOCIAL, A-MORAL, severity of Down-Syndrome’s offspring’s disability and attitudes NON-UTILITARIAN BASIS OF (SO-CALLED) ‘UTILITARIAN’ toward dating. Results indicated that a significant relationship JUDGMENT between parent-child relationships and offsprings’ functioning, but not attitudes towards dating. JIM AC EVERETT (HONS), MSC., GUY KAHANE, BRIAN EARP, MSC, MIGUEL FARIAS, JULIAN SAVULESCU 5:00pm - 5:15pm (UNIVERSITY OF OXFORD) THE EFFECTS OF HELICOPTER PARENTING ON INCOMING Do judgements in moral dilemmas – deciding whether to sacrifice STUDENTS’ PROBLEM SOLVING ABILITY one person to save the lives of a greater number - reflect genuine concern for the greater good? Across 3 studies we compared STEPHANIE M. SCALICE (SAINT JOSEPH'S UNIVERSITY), ‘utilitarian’ judgment in moral dilemmas and actual concern for JOSEPHINE SHIH (SAINT JOSEPH'S UNIVERSITY) the greater good. ‘Utilitarian’ judgment was associated with ethical transgressions, sub-clinical psychopathy, less charitable Helicopter parenting is defined as a form of overinvolved donations, and reduced concern for poor children. Such moral parenting. The present study sought to examine the impact of dilemmas may not tell us much about utilitarian approaches to parents’ self-reported helicopter parenting style on college ethics. freshmen’s problem-solving abilities. Results indicated that college freshmen in the high helicopter parenting group were Saturday, March 15, 2014 more likely to see a problem as a threat to their well-being and 4:30pm-6:30pm lack confidence in their ability to solve the problem than those in the low helicopter parenting group. Paper White Hill 5:15pm - 5:30pm DEVELOPMENTAL PAPERS II Saturday, March 15, 2014 VICTIMIZATION AND SUICIDAL BEHAVIOR AMONG FEMALE 4:30pm-6:30pm COLLEGE STUDENTS
JANEL M. LEONE, MEGAN A. ROONEY (THE SAGE CHAIR: MILLIE RINCON CORTES (NYU) COLLEGES)
4:30pm - 4:45pm The current study revealed a significant association between emotional, physical and sexual victimization and suicidal EXECUTIVE FUNCTIONING AS A PREDICTOR OF behavior among female college students, even after controlling ACADEMIC SUCCESS IN A MIDDLE SCHOOL for depression, anxiety and stress. Specifically, women who reported victimization in the past 12 months had between 6 and WILLIAM ELLERY SAMUELS (COLLEGE OF STATEN ISLAND, 11 times higher odds of suicidal behavior compared to women THE CITY UNIVERSITY OF NEW YORK), SHELDON who did not report victimization. Findings can inform the BLACKMAN (LAVELLE PREPARATORY CHARTER SCHOOL), development of prevention and intervention programs for college ELENI TOURNAKI (COLLEGE OF STATEN ISLAND/CITY students. UNIVERSITY OF NEW YORK) 5:30pm - 5:45pm We analyzed the association with academic performance of teachers’ assessment of students’ executive functioning (EF) and RELATIONAL AGGRESSION AND SUBJECTIVE student self-reported EFs for 404 disadvantaged adolescents WELL-BEING IN OLDER ADULTS who attended grades 6 – 9 at an urban, chartered middle school. Both measures of EF were strongly associated with English, ERIN WAY (ALVERNIA UNIVERSITY) ELIZABETH MATTEO mathematics, science, social studies, and Spanish grades as well (ALVERNIA UNIVERSITY) as the “wellness” course grades which address academic preparedness and life skills. EF scores and their relationship This paper reports findings from a study of the social and with grades changed little over time. emotional experiences of a sample of older adults in Central Pennsylvania. Interviews included demographics, cognitive screening, and measures of various dimensions of social and 147 emotional functioning. Self-reported ways of coping was found to be positively correlated with subjective well-being and negatively Adjusting to College Life with a Special Health Care Need correlated with relational aggression. Further analyses of the by Kristen Henkel (Fordham University), demographic and other factors that are associated with Rachel A. Annunziato (Fordham University) experiences of relational aggression are needed. Dangerous Liaisons: Self-Management and the Burden of 5:45pm - 6:00pm Food Allergy for College Students by Melissa Rubes (Fordham University), EMOTIONAL TEXTING QUESTIONNAIRE: THE Averi Giudicessi (Fordham University), Rachel A. Annunziato DEVELOPMENT OF A SCALE OF THE EMOTIONAL (Fordham University) COMPONENTS UNDERLYING TEXTING BEHAVIOR
LEORA TRUB, JEREMY RICHARDS (PACE UNIVERSITY) Caregiving in Young Adults in College The prevalence of texting necessitates the development of ways by Allison Marziliano (Stony Brook University), Anne Moyer to measure emotional components underlying texting behavior. A (Stony Brook University) 27-item scale was derived from the literature on texting motivations and emotional regulation. Reliability and validity will Discussant(s): Rachel A. Annunziato (Fordham University) be tested in a clinical and non-clinical sample of college-age students. The scale will be factor analyzed to reveal latent factors Saturday, March 15, 2014 underlying emotional components of texting behavior. This 4:30pm-6:30pm measure will enable future research exploring all facets of texting behavior. Paper Winthrop Saturday, March 15, 2014 HISTORY OF PSYCHOLOGY PAPERS 4:30pm-6:30pm Saturday, March 15, 2014 4:30pm-6:30pm Symposium Statler CLINICAL SYMPOSIUM: DEVELOPMENTAL AND HEALTH CHAIR: MICHAEL PETTIT (YORK UNIVERSITY) OUTCOMES FOR VULNERABLE YOUTH DURING THE TRANSITION TO ADULTHOOD 4:30pm - 4:45pm Saturday, March 15, 2014 4:30pm-6:30pm THE MANY LIVES OF MENSTRUAL SYNCHRONY
MICHAEL PETTIT, JANA VIGOR (YORK UNIVERSITY) CHAIR: RACHEL ANNUNZIATO (FORDHAM UNIVERSITY) Since 1971, the theory of menstrual synchrony has been haunted DEVELOPMENTAL AND HEALTH OUTCOMES FOR by doubt while gaining greater public visibility. An analysis of VULNERABLE YOUTH DURING THE TRANSITION TO newspapers, magazines, and textbooks alongside the scientific ADULTHOOD literature suggests that the tenacity of menstrual synchrony is due to its circulation within many heterogeneous communities During the transition to adulthood, youth may experience where the ambiguous phenomenon acquired multiple meanings. tremendous personal growth, but this time is also a period of Synchrony was simultaneously seen as evidence for evolutionary great vulnerability to poor outcomes like mental illness. Some psychology, human pheromones, and the emotional attachments populations, like youth with pre-existing disabilities or caregiver of “sisterhood” in the wake of second wave feminism. roles, may experience more difficulty during transition. This series of studies will explore developmental and health outcomes 4:45pm - 5:00pm for young adults in medical, community and college settings who have diverse health care needs and roles. Implications for ELECTING WOMEN PRESIDENTS OF REGIONAL interventions are presented. PSYCHOLOGICAL ASSOCIATIONS: POLITICS AND March 15 Saturday, HISTORICAL ERA MATTER Presentations CLAIRE A. ETAUGH, COURTNEY SIEMSEN (BRADLEY An Investigation of Depression in Medically-Ill Youth UNIVERSITY) Transitioning to Adulthood by Meera Parbhakar (Mount Sinai Medical Center), Rachel A. Women earn 75% of psychology doctorates but remain Annunziato (Fordham University) underrepresented in leadership positions. We examined election of women presidents of the seven regional psychological The Transition to Adulthood for Young Adults with High associations as a function of regional political views and historical Functioning Autism Spectrum Disorder era. The regional association based in the most politically liberal by Amie Senland (Fordham University), area (New England Psychological Association)has elected more Ann Higgins-D’Alessandro (Fordham University) women presidents than associations in more conservative areas 148
(Midwestern, Rocky Mountain, Southwestern). For all regional COGNITIVE PAPERS: APPLIED MEMORY associations, however, women's elections to presidencies have Saturday, March 15, 2014 increased since 1980. 4:30pm-6:30pm
5:00pm - 5:15pm CHAIR: MEEYEON LEE (TUFTS UNIVERSITY) EDITING A HISTORY OF PSYCHOLOGY IN AUTOBIOGRAPHY: DISCIPLINARY COMMEMORATION AS 4:30pm - 4:45pm BOUNDARY WORK AGE-RELATED DIFFERENCES IN SELF-REGULATED SHAYNA FOX LEE (YORK UNIVERSITY) LEARNING: DOES THE ENCODING SUPPORT IMPROVE METAMEMORIAL CONTROL? By deciding whose eminence justified an invitation to contribute to the book series A History of Psychology in Autobiography, its MEEYEON LEE, THOMAS K. AYANNA (TUFTS UNIVERSITY) editors engaged in disciplinary boundary work: the project of defining what psychological theories and methods would be Metamemory is composed of two interconnected processes: espoused or devalued, privileged or marginalized. This paper monitoring (i.e. self-awareness of one’s own memory) and control examines the practices and relational dynamics of the editorial (i.e. self-regulation of memory). Previous research suggests committees of these volumes as a lens for viewing the shifting older adults have similarly accurate monitoring processes relative professional contexts in which they were embedded. to young adults, whereas they have exhibited age-related deficits in self-regulated learning. The present research examined the 5:15pm - 5:30pm relationship between cognitive resources and self-regulated learning in older and younger adults. Results suggest that when DANCING IN THE DARK: A CONSIDERATION OF THE IOWA resources are supported, age-related deficits in self-regulated CHILD WELFARE RESEARCH STATION, 1932-1949. learning are minimized.
MARILYN BROOKWOOD (HARVARD UNIVERSITY 4:50pm - 5:05pm GRADUATE SCHOOL OF EDUCATION) SOURCE MEMORY AND SELF-REFERERENCE IN MILD The Iowa Child Welfare Research Station’s Depression era COGNITIVE IMPAIRMENT DUE TO ALZHEIMER'S DISEASE contributions to child development emerged from Station resources of intellectual and social capital, and Rockefeller NICOLE M. ROSA (HARVARD UNIVERSITY), ANGELA H. financial support. Iowa’s economic destitution, geographic GUTCHESS (BRANDEIS UNIVERSITY), REBECCA G. isolation, and the state’s eugenic policies, strengthened DEASON (TEXAS STATE UNIVERSITY), ANDREW E. researchers’ mission. Their drive to understand what did not BUDSON (VETERANS ADMINISTRATION BOSTON) make sense yielded radical findings about stimulation’s effect upon intelligence, and courage to publish new answers to The present study examined the role of self-reference in source questions thought settled. Only a brutal attack from Lewis and item memory in a cognitively impaired population. For item Terman stopped them. memory, self-referencing improved corrected recognition scores disproportionately more for MCI-AD participants. Patients did not 5:30pm - 5:45pm demonstrate the same benefit as controls in correct source memory for self-related items. However, those with MCI-AD were AN HISTORIOMETRIC FOUNDATION FOR GAME-BASED less likely to misattribute items to the self and more likely to ASSESSMENT misattribute new items to others when committing errors.
5:10pm - 5:25pm THOMAS HEINZEN (WILLIAM PATERSON UNIVERSITY) BIG AND BOLD: EFFECTS OF KEY TERM FONT ON Abstract METACOGNITION AND MEMORY WHEN READING This historiometric review suggests that 1) games are ancient; 2) the use of game design is accelerating; and 3) games create ANDREW SCOTT ROBERTS, AIMEE A. CALLENDER, opportunities for comprehensive assessment. A 37 year empirical PH.D.(AUBURN UNIVERSITY) description documents changes in PsychInfo and ERIC, and demonstrates with storyboards how game-based assessment The current study investigated whether font type affects replaces multiple choice with time, accuracy, points, and metacognition and memory for key terms within passages. attempts. The presentation describes how the motivational Participants read several short passages counterbalance to benefits of games create opportunities for longer, more contain key terms presented in either normal 12 pt. font or 28 pt. comprehensive, valid assessments. bold font. After each passage, participants provided confidence judgments for each key term. Results indicated participants’ Saturday, March 15, 2014 judgments were significantly larger for bigger terms and they 4:30pm-6:30pm answered significantly more questions associated with these big and bold terms two days later. Paper Hancock 149
Saturday, March 15, 2014 and managing a successful Psi Chi Chapter and communicating 4:30pm-6:30pm to other chapters. All Psi Chi Chapter advisors and members are invited to share their best practices in a riveting discussion at the conclusion of the presentations. Symposium Whittier APPLIED SYMPOSIUM: EARLY-DEVELOPING CONCEPTS Presentations OF CHOICE AND MORALITY Saturday, March 15, 2014 The Best Practices of a Successful Psi Chi Chapter - Pace 4:30pm-6:30pm University NYC by Nancy Beatrice Martinez (Psi Chi/Pace University)
CHAIR: NADIA CHERNYAK (CORNELL UNIVERSITY) Dealing with Psi Chi Chapter Issues by Brittany Bautista (Psi Chi / Pace University) EARLY-DEVELOPING CONCEPTS OF CHOICE AND MORALITY Why Connect and Collaborate with other Psi Chi Chapters by Rachel Wandishin (Psi Chi / Pace University) The belief that we are “free” to choose our own actions is fundamental to our everyday social cognition and informs our Discussant(s): Mercedes A. McCormick, PhD (Pace University) decisions to assign moral praise and punishment. The work in this symposium look at the early-developing understanding of the Saturday, March 15, 2014 connection between choice and morality. We discuss how 4:30pm-6:30pm preschoolers’ concepts choice inform their moral evaluations, how choice relates to children's prosocial behavior, and Invited Speaker Georgian mechanisms for why choice serves as a cue for moral evaluation. SOCIETY FOR TEACHING IN PSYCHOLOGY INVITED Presentations KEYNOTE ADDRESS: KENNETH KEITH Saturday, March 15, 2014 Preschoolers essentialize characters who perform costly 4:30pm-6:30pm actions by Kelly Yang (Cornell University) CHAIR: STACEY ZAREMBA (MORAVIAN COLLEGE) Preschoolers use proportional reasoning to infer their own prosociality VOICES FROM THE PAST: WILLIAM JAMES, H. B. by Bertilia Trieu (Cornell University), Nancy Ha (Cornell ALEXANDER, AND THE TEACHING OF PSYCHOLOGY University), Anne Park (Cornell University) KENNETH KEITH (UNIVERSITY OF SAN DIEGO) Actions are evaluated more positively when they are surprising In the history of psychology, what goes around comes around. by Alex Pelliccione (Cornell University), Kimberly Senko (Cornell Thus, ideas that seem new may well reflect notions that are not University) new, but have simply been lost or forgotten. In this talk I will discuss the importance of scientific literacy, critical thinking, Preschoolers use statistical sampling to construct their own complex cognition, and the liberal arts. I will attempt to show the preferences timeless nature of these concepts, as illustrated in the work of by Lara Gentilini (Cornell University) our forebears, including Harry Kirke Wolfe, William James, and H. B. Alexander, among others. Discussant(s): Nadia Chernyak (Cornell University) Saturday, March 15, 2014 Saturday, March 15, 2014 4:30pm-6:30pm 4:30pm-6:30pm
Event Berkeley March 15 Saturday, Event Terrace INTERNATIONAL: WORKSHOP ON HOPE-CENTERED THE ABC'S OF CHAPTER SUCCESS-CONNECTION AND THERAPY COLLABORATION WITH PSI CHI CHAPTERS Saturday, March 15, 2014 Saturday, March 15, 2014 4:30pm-6:30pm 4:30pm-6:30pm
CHAIR: ANTHONY SCIOLI (KEENE STATE COLLEGE) CHAIR: MERCEDES MCCORMICK (PACE UNIVERSITY) HOPE-CENTERED THERAPY: A TRANS-CULTURAL, Psi Chi Officers (Pace University) will inform the audience about INTERFAITH APPROACH TO BUILDING HOPE the best practices for connecting and collaborating within a Psi Chi Chapter and beyond. The focus is the ABC's of developing, 150
Few have heeded Frank’s (1968) advice regarding the role of BLOCKING AND RECIPROCAL BLOCKING IN PREDICTIVE hope in psychotherapy. In previous work (Scioli, 2007; Scioli and AND CAUSAL LEARNING Biller, 2009) I have defined hope as a four-channel emotion network involving attachment, mastery, survival, and spirituality. DUNCAN Y. AMEGBLETOR, FRANCISCO ARCEDIANO In this workshop I will review this theory along with measures to (AUBURN UNIVERSITY) assess hope. I will also summarize a new hope-centered therapy that is applicable across cultures and faith traditions and present Most modern theories of learning assume that stimulus several related efficacy studies. competition (e.g., blocking: A->Outcome, then A+B->Outcome) results in attenuated responding to the added stimulus, B, Saturday, March 15, 2014 because it does not add any new information that is not already 4:30pm-6:30pm predicted by A. Two experiments with human participants examined this view by analyzing mutual, reciprocal competition between the blocked (B) and the blocking stimulus (A), both Paper Stuart within a predictive and a causal scenario. LEARNING PAPERS V: PAVLOVIAN Saturday, March 15, 2014 5:30pm - 5:45pm 4:30pm-6:30pm DISSOCIATING MECHANISMS OF PAVLOVIAN ZERO CONTINGENCY PROCEDURES. CHAIR: MARTHA ESCOBAR (AUBURN UNIVERSITY) HELEN MARIE NASSER, ANDREW R. DELAMATER 4:30pm - 4:45pm (BROOKLYN COLLEGE - CITY UNIVERSITY OF NEW YORK)
CONTEXT SHIFTS AFFECT INTERFERENCE WITH In a Pavlovian zero contingency procedure, the probability of the CONDITIONED INHIBITION BY LATENT INHIBITION unconditioned stimulus being delivered during the conditioned stimulus (CS) and during the intertrial interval is equal. As a GONZALO MIGUEZ, JULIA S. SOARES, RALPH R. MILLER result poor responding is seen to the CS. We used context (STATE UNIVERSITY OF NEW YORK AT BINGHAMTON) extinction after zero contingency training in rats to identify whether responding is a result of associative or performance Two lick-suppression experiments with rats assessed the processes. Our findings indicate a dissociation between contextual-specificity of proactive-outcome-interference by appetitive and aversive paradigms and the processes that latent_inhibition with conditioned_inhibition. An ABA_vs._ABB account for them. and AAA_vs_ AAC context shift designs were used in Experiment_1 and 2, respectively. The data supports that Saturday, March 15, 2014 interference is controlled by the similarities between the context 4:30pm-5:50pm of training and testing (Exp1), and that when the test context didn’t prime either learning experience; second-learned Poster Imperial Ballroom conditioned_inhibition is context-specific (Exp2). These results are discussed within the framework of associative theories of UNDERGRADUATE POSTERS IV interference. Saturday, March 15, 2014 4:30pm-5:50pm 4:50pm - 5:05pm
EFFECTS OF CS DURATION, INTERTRIAL INTERVAL, AND CHAIR: NANCY KIM (NORTHEASTERN UNIVERSITY) THE I/T RATIO ON APPETITIVE CONDITIONING POSTER 1
ERIC A. THRAILKILL (UNIVERSITY OF VERMONT), TRAVIS P. DUAL TASKING ABILITIES IN DIVISION III ATHLETES AND TODD (DARTMOUTH COLLEGE), MARK E. BOUTON NON-ATHLETES BETWEEN GENDER (UNIVERSITY OF VERMONT)
If the I/T ratio determines responding, longer CS durations should KELSEY LAUREN MILLS (WASHINGTON COLLEGE) not change acquisition rate with proportional increases in ITI. We analyzed the effects of I/T in the acquisition of magazine entry in This study examines the difference between gender and between rats. Groups were trained with different CS durations, but athletes and non-athletes in Division III collegiate athletics at identical I/T ratios. Conditioning with a short CS produced greater Washington College on their performance on dual tasking. One responding to each CS-ITI combination. Results indicate that CS hundred-five participants completed a dual task experiment duration is critical for determining conditioned approach, and which consisted of three one minute tasks; the Stroop Effect challenge time-accumulation accounts of conditioning and single task, the Grooved Pegboard single task and the dual task learning. combining the Stroop Effect and the Grooved Pegboard. The results of this study yielded significant results through a 5:10pm - 5:25pm MANCOVA test. 151
Participants’ body mass index and health locus of control were POSTER 2 examined. Results indicated that participants with a higher body mass index had a greater external locus of control. These results NO FREE LUNCH: FINANCIAL ASSISTANCE AND suggest that those who have a higher body mass index may hold ADMISSION CRITERIA IN CLINICAL PSYCHOLOGY the belief that health is not determined by their own behaviors, PROGRAMS but instead through environmental factors out of ones control and thus, externality may play a significant role in ones weight. BARRETT ELIZABETH ZIMMERMAN (THE UNIVERSITY OF SCRANTON) POSTER 6
We surveyed directors of the 231 APA-accredited clinical PREDICTING PSEUDOSCIENTIFIC BELIEFS: CONNECTIONS programs (97% response) regarding their financial assistance, TO TOLERANCE FOR AMBIGUITY, RELIGIOSITY, AND admission criteria, and acceptance rates. Mean acceptance rates COGNITIVE REFLECTION ranged between 46% for freestanding PsyD programs and 4% for research-oriented PhD programs. The GPAs of entering doctoral REBECCA RONCO, LOU MANZA, ANGELA HARRIS, JESSICA students averaged 3.4 to 3.7. More stringent admission OLIVERI, KAYLIN HONCHAR, JACKIE HOOVER, JENN standards translated into higher probability of full financial ZELLER, ERIN PRUETT, AND JESSICA GEYER (LEBANON support: only 1% - 6% of PsyD students contrasted with 72% - VALLEY COLLEGE) 94% of PhD students. Beliefs towards pseudoscience were compared to one’s cognitive POSTER 3 style, religiosity, and tolerance for ambiguity (TFA). Skepticism of paranormal phenomena correlated with high TFA, but doubting STAYING ON TRACK: FORMAL TRACKS AND junk science related to lower TFA scores. Furthermore, CONCENTRATIONS IN APA-ACCREDITED PROFESSIONAL confidence that God was real correlated with viewing paranormal PSYCHOLOGY PROGRAMS and junk science as legitimate, but religiosity didn’t connect to TFA levels. Finally, rational problem-solving correlated with KATERINA Y. STRATIGIS, BARRETT E. ZIMMERMAN, JOHN skepticism towards the paranormal and junk science; a C. NORCROSS (UNIVERSITY OF SCRANTON) connection to TFA was not observed.
Training directors of 231 clinical and 66 counseling POSTER 7 APA-accredited doctoral programs (97% response) reported the frequency and area of their tracks/concentrations. 27% of RISKS AND CONSEQUENCES ASSOCIATED WITH EARLY counseling psychology programs and 67% of clinical psychology AGE OF ALCOHOL USE ONSET programs offered tracks, moreso in PsyD than PhD programs. The most frequent tracks in clinical programs were child clinical, MICHAEL A. PORTELLO, JASON F. SIKORSKI, NICOLE A. neuropsychology, adult, and forensic. By contrast, the most OUELLETTE, JENNIFER STANGER (CENTRAL frequent counseling psychology tracks were multicultural, CONNECTICUT STATE UNIVERSITY) family/marriage, social justice, and vocational. 928 students attending a northeastern university completed the POSTER 4 Core Alcohol and Drug Survey (CADS; Presley, Meilman & Lyerla, 1994). Students who initiated alcohol use prior to the age VIOLENT OFFENSE HISTORY AND TRAUMA IN OLDER of sixteen years reported drinking more alcohol, experiencing OFFENDERS. more negative consequences due to alcohol use and held consistently positive outcome expectancies related to alcohol SARAH JEAN O'NEILL, KEITH MORGEN (CENTENARY use. Prevention and treatment efforts to reduce problem drinking COLLEGE) in college students should be implemented well before students attend college. The results reflect the first-ever known examination of how violent offense history influences trauma experience and PTSD POSTER 8 symptomatology within the older offender population. Male older adult offenders (N=599) with/without violent offense histories FAMILY, SOCIAL, AND ACADEMIC LIFE SATISFACTION March 15 Saturday, were compared on the number of lifetime traumatic events, AND EXCESSIVE EXERCISE HABITS AMONG COLLEGE subjective experiences of trauma, and presence of PTSD STUDENTS symptoms. Path analysis results found differences between the two groups regarding traumatic event histories and subjective EMMA SCHLAUCH, TIA MURPHY (WASHINGTON COLLEGE) trauma experiences. Anorexia Nervosa and Bulimia Nervosa are two types of eating POSTER 5 disorders that display excessive exercise as a diagnostic criterion. Based on current research on eating disorders, this EXTERNAL LOCUS OF CONTROL AND BODY MASS INDEX study investigated associations between family, social, and academic life satisfaction and excessive exercise in eighty-eight DEVON NICOLE MCKAIN, KAYLA JO MCKAIN (LEBANON undergraduate participants. A significant negative relationship VALLEY COLLEGE) was found between excessive exercise and family satisfaction for athletes and a marginally positive significant correlation between 152 excessive exercise and social life satisfaction was found for HOW ATHLETES AND NON-ATHLETES VIEW males. ATTRACTIVENESS
POSTER 9 REBECCA S. WOZNIAK, KRISTIN HESTER, VALERIA DILISI, ALICIA PHILIP, MARTIANNE HOLLAND, JIM SIEMEN RUMINATION: A LINK BETWEEN COGNITIVE (WASHINGTON COLLEGE) VULNERABILITIES AND DEPRESSIVE SYMPTOMS This study investigated the views of athletic experiences and MARIO FIORICA, WENDY MILLER, ELIJAH LAWRENCE, gender on attractiveness. Seventy-four undergraduate students HARRISON O'CONNOR-HOOVER (UNIVERSITY OF were shown multiple paired pictures of athletes and non-athletes, PITTSBURGH AT JOHNSTOWN), ILYA YAROSLAVSKY then asked to indicate which they found to be more attractive. (UNIVERSITY OF PITTSBURGH SCHOO OF MEDICINE) The researchers predicted that athletes would view other same gender athletes most attractive and non-athletes would find other We examined the mediating role of rumination in the relationship same gender non-athletes most attractive. The results indicated between two cognitive vulnerabilities for depression: tendency to that athletic experiences and gender do not have a significant attribute stable and global causes for negative events effect on perceived attractiveness. (depressive attributional style), and their rigid application across life domains (explanatory inflexibility). Rumination mediated the POSTER 13 effects of both cognitive vulnerabilities on depression symptoms, but not the exacerbating effects of depressive attributional style MINDFULNESS-BASED INTERVENTIONS AND THE on life event stress. Explanatory inflexibility unexpectedly BENEFITS OF MINDFULNESS ON INDIVIDUAL WELLBEING decreased ruminative tendencies. Clinical implications of these findings are discussed. VALERIE ANN PROVENZA (WELLS COLLEGE)
POSTER 10 Mindfulness is a concept that originates in ancient Buddhist practices and is now translating into a secular and emerging COPING MECHANISMS FOR STRESS IN COLLEGE component of psychological therapy referred STUDENTS OF SPLIT, WHOLE, AND SINGLE PARENTS to as mindfulness-based interventions. The overarching purpose of this review is to serve as a comprehensive guide to the BRANDON LOUIS CITRANO, CHELSEA CORNEY, DEVIN benefits and uses of mindfulness interventions, encourage the HAYWARD, ELIZABETH MISKIEL, OBELLA OBBO, JIM adaptation of mindfulness-based principles in therapy, and SIEMEN (WASHINGTON COLLEGE) integrate mindfulness-based practices into Western medicine and culture. Ninety-eight college aged students were asked to complete a survey about traditional versus non-traditional family life, stress POSTER 14 levels, and coping mechanisms to dissipate stress. While there were few significant differences between the two groups, AUTISM FOLKLORE: COMMON STEREOTYPES HELD BY individuals from traditional households used significantly more THE LAY PUBLIC alcohol, and engaged in significantly fewer leisure hobbies, than those from non-traditional homes when coping with stress. CARLY R. LAPP, TIMOTHY M. OSBERG (NIAGARA Gender differences in coping styles were also found for UNIVERSITY) masturbation, talking to family, shopping, and videogame use. The goal of this study was to explore and describe the range of POSTER 11 stereotypes of Autism Spectrum Disorder (ASD) held by the lay public. A 12-category system was found to encompass the range THE EFFECTS OF RELATIONSHIP STATUS ON STRESS IN of parent/caregiver responses concerning their experiences of FEMALE COLLEGE STUDENTS stereotypes of ASD held by the lay public. The most frequently held stereotypes of autism were that: people with autism have no MEREDITH DOLORES CALLIS, SYDNEY SLAVIN, CHRISTINA social orientation, autism always involves low IQ, and autism ELIADES, MOLLY RHODES, JIM SIEMEN (WASHINGTON always includes exceptional ability. COLLEGE) POSTER 15 This study examined the effects of dating relationship and varsity athletic status on stress, self-esteem, and social life in college MARIJUANA AS A GATEWAY DRUG IN COLLEGE students. Eighty-five undergraduate college female students STUDENTS completed a questionnaire related to stress, self-esteem, and social life. Results demonstrated that students who are currently NICOLE L OUELLETTE, JASON F. SIKORSKI, JENNIFER in a relationship, and students who do not participate in a STANGER, MICHAEL A. PORTELLO (CENTRAL collegiate sport, were significantly less social and manifested CONNECTICUT STATE UNIVERSITY) significantly lower self-esteem, than single students and student athletes. 443 undergraduate students from a Northeastern university completed a survey regarding alcohol and substance use POSTER 12 patterns. Those who used both alcohol and marijuana in the preceding month, as opposed to only one of the above 153 substances, described drinking more alcohol, using prescription drugs and experiencing more negative consequences as a result IN-PRISON RELIGIOUS AND MENTAL HEALTH SERVICES of their substance use. Results are discussed in reference to ACCESS: PHYSICAL AND MENTAL HEALTH INFLUENCES controversies surrounding the potential for future legalization of marijuana. KELSEY MAY DENISON-VESEL, KEITH MORGEN (CENTENARY COLLEGE) POSTER 16 This study examines religious and mental health service access CULTURAL VARIATIONS IN DISORDERED EATING, BODY and mental/physical well-being within an older adult prisoner IMAGE, population. Male offenders within a state prison system AND IRRATIONAL FOOD BELIEFS (N=599) ages 50 and older reported on access to mental health and religious/clergy services and the number of unhealthy physical/mental health days per past month. ANOVA HALEY M. KEELEY, TIMOTHY M. OSBERG (NIAGARA results found offenders receiving religious and mental health UNIVERSITY) services reported significantly fewer unhealthy mental health days compared to those receiving only mental health services. The present study (N = 220) examined whether or not there are cultural differences in the connections between eating disorder POSTER 20 symptoms, irrational food beliefs, cultural identity, real/ideal body discrepancy, and self-esteem. Cultural identity was positively PERSONALITY, ANXIETY, AND HELP-SEEKING BEHAVIOR correlated with bulimia only among participants who identified as Polish. Americans demonstrated a very strong correlation JOANNE I. MCKEON, TIMOTHY M. OSBERG (NIAGARA between irrational food beliefs and bulimia. Culture moderated UNIVERSITY) the associations between several other individual differences measures and eating disorder symptoms. We investigated correlates of help-seeking for anxiety-related symptoms among college students. Big Five personality factors, POSTER 17 anxiety symptoms, anxiety sensitivity, perfectionism, locus of control, stigma associated with seeking help, and knowledge of WHY CAN'T I DECIDE?: FACTORS INFLUENCING available mental health services were examined in relation to DECISIVENESS help-seeking. Agreeableness and openness to experience were associated with more positive attitudes towards seeking help. HANNAH WEISS (WASHINGTON COLLEGE) Attitudes toward help-seeking and perceived stigma concerning help-seeking were associated with intended use of mental health Short Abstract services. This study examined the influence of personality traits on the decisiveness of college undergraduates. Eighty-eight students POSTER 21 completed a personality inventory and reported their levels of indecisiveness, problem solving abilities, and response to COPING RESOURCES IN OLDER ADULT OFFENDERS stressful scenarios. Results indicated that individuals high in conscientiousness and neuroticism displayed lower levels of LARA YEAGER, AA, KEITH MORGEN (CENTENARY decisiveness. Results also showed that levels of decisiveness COLLEGE) increased in relation to choices throughout college, but near graduation, general decisiveness decreases due to future life Male older adult offenders (N=599) in a state prison system uncertainty. reported on their coping resources (emotional, physical, spiritual, cognitive, and social), participation with in-prison mental health POSTER 18 services, and degree of experienced psychiatric distress. Findings demonstrate how offenders who received mental health EFFECTS OF WEIGHT FEEDBACK AND DISORDERED services reported significantly greater emotional coping EATING ON FOOD CHOICES resources. Furthermore, all five coping resources were found to be a significant buffer to experienced psychiatric distress.
STEPHEN FRANCIS SALDANHA, BRYAN March 15 Saturday, RAUDENBUSH,L.PHARM., PATRICK DWYER, LUCAS POSTER 22 LEMASTERS (WHEELING JESUIT UNIVERSITY) COLLEGE ALCOHOL BELIEFS AND TRAIT URGENCY IN Participants were either weighed or not weighed prior to them RELATION TO DRINKING AND CONSEQUENCES being presented with a mock cafeteria buffet and asked to choose those items which would make up a typical meal. AMBER J. BOYER, TIMOTHY M. OSBERG (NIAGARA Participants who were weighed prior to choosing their foods UNIVERSITY) showed a decrease in food weight, overall food calories and calories from fat. This effect was even more pronounced in College students’ (N=136) beliefs about the role of alcohol in females and those who were classified as food neophobics college life (college alcohol beliefs; CABs) were assessed along (those individuals unwilling to try new foods). with trait urgency, sensation seeking, alcohol expectancies, drinking motives, total drinks in a typical week, and drinking POSTER 19 consequences. Regression analyses revealed that CABs 154 provided incremental validity in accounting for variance in (MCDANIEL COLLEGE) drinking and its consequences when the effects of trait urgency, sensation seeking, expectancies, and motives were controlled. The present study investigated effects of a short mindfulness Implications for college drinking interventions are discussed. meditation, compared to a neutral audio recording, on state mindfulness following exposure to an acute stressful event. POSTER 23 Participants who heard the neutral audio recording had increased mindfulness compared to those who heard the mindfulness THE RELATIONSHIP BETWEEN PARENT VARIABLES AND meditation. Listening to the mindfulness meditation may have COLLEGE STUDENT COPING raised awareness of mindfulness, and this more accurate reporting may have accounted for lower mindfulness scores on MOLLY C. FINNEGAN, KIMBERLY DASCH-YEE (HOLY the mindfulness measure used in this study. FAMILY UNIVERSITY) POSTER 27 Thirty college students and fourteen parents completed surveys of coping use and autonomy. Parent positive reframing ADAPTION TO COLLEGE AND PERCEIVED SOCIAL negatively predicted college student active coping, while college SUPPORT IN FIRST-YEAR STUDENTS student positive reframing positively predicted their own active coping. While no parent coping variables predicted college EMILY P. WYCKOFF (GOUCHER COLLEGE) student behavioral disengagement, college students’ self-blame positively predicted their own use of behavioral disengagement. This study examined the relationship between adjustment to Further, parent autonomy negatively predicted college student college, perceived social support, and frequency and mode of behavioral disengagement. The current study shows the role of communication with friends and family. Sixty-two first-year parents in predicting coping strategies. students completed measures during the fifth and sixth weeks of the semester. Results indicated a significant relationship between POSTER 24 perceived social support and college adjustment, and a positive correlation was found between perceived social support and how OLDER ADULT OFFENDERS AND MENTAL WELL-BEING: often students text messaged and called their friends and family. FAMILY ISSUES POSTER 28 ABIGAIL VOELKNER, KEITH MORGEN (CENTENARY COLLEGE) HOW DO HIGH ACHIEVING WOMEN AND MEN MANAGE WORK AND NON-WORK LIVES? In an effort to better understand the psychosocial needs of older adults in prison, this study examines family/marriage issues LYDIA VARON (ANTICIPATED), KATHLEEN inherent in the older adult prison population. Male prisoners CAMPOS-BANALES (ANTICIPATED), SAYEEDA RASHID, (ages 50 and older) in the New Jersey DOC were evaluated on FRANCINE M. DEUTSCH (MOUNT HOLYOKE COLLEGE) degrees of psychological distress in regard to recent contact with their marital/life partners or children. Analyses found prisoners We examined the relationship between the work and non-work without family contact reported significantly greater psychological lives of 20 recipients of the Pulitzer Prize and Presidential Early distress as opposed to prisoners who maintain family contact. Career Awards for Scientists and Engineers. Women and men worked an equal number of hours at their workplaces. However, POSTER 25 women spent more time than men performing childcare duties. Open-ended responses revealed various positive and negative IPAD BASED VISUAL FEEDBACK OF SPEECH ON spillovers between work and family domains. Partner support CONVERSATIONAL PATTERNS IN AUTISM was identified as a key component to high achieving women’s success.
ANNIKA RACHEL KRISTIANSEN, LAWRENCE WELKOWITZ POSTER 29 (KEENE STATE COLLEGE) THE EFFECTS OF PARENTAL CHARACTERISTICS ON THE This study examines the utility of an iPad application that PERCEIVED EDUCATION OUTCOMES OF CHILDREN provides visual feedback of both the waveform of speech and a subject’s ability to “match” certain parameters of speech, AMANDA R OSTERLIND (ALBRIGHT COLLEGE) including rhythm, pitch, volume, and overall match. While this application had previously been shown to be useful in modifying This research study examined the relationship between parental the speech patterns of adults with diagnosed Autism, the current characteristics and perceived educational success of children. study examined its viability with children. Participants viewed information about children differing in race and parental age and evaluated the child’s future educational POSTER 26 success. Results showed that despite race, children of adult parents were perceived as more educationally successful and EFFECTS OF ACUTE MINDFULNESS MEDITATION ON that Asian children were usually perceived as more successful STATE MINDFULNESS FOLLOWING A MILD STRESSOR than African-American or Caucasian children and Caucasian children were sometimes perceived as more successful than JESICA WEST, MADELINE E. RHODES, DANIEL SEIBERT African-American children. 155
exposure to potentially sickening stimuli (e.g., spoiled food). POSTER 30 Women tend to be more sensitive to disgust than men. The present study tested whether gender differences occurred across RELIGIOUS COMMITMENT AND IMPORTANCE OF different domains of disgust sensitivity. Overall, women were APPEARANCE IN UNIVERSITY WOMEN AND MEN more sensitive to disgust than men, but this difference was more pronounced in the domains of Animal-Reminder and Sexual SAMANTHA K. CIAPPA, KATERINA Y. STRATEGIS, CHRISTIE disgust. These findings are discussed with regard to different P. KARPIAK (UNIVERSITY OF SCRANTON) mating strategies.
We examined the relationship between religious commitment and POSTER 34 the importance assigned to physical appearance by young women (n = 66) and men (n = 22). We hypothesized, based on GENERATIONAL DIFFERENCES IN EMOTIONS EVOKED the literature on religion and body esteem, that students with FROM MUSIC higher religious commitment would assign lower importance to their appearance. This was supported for women (r = -.306, p = OLIVIA S ROIG, RACHEL DINERO (CAZENOVIA COLLEGE) .007) but not for men, who evidenced the opposite relationship (r = .420, p = .029). Emotional responding to music is a growing area of study. It is hypothesized that younger generations do not have as frequent POSTER 31 and strong emotional responses to music as older generations. The present research consists of an online survey through PREDICTORS OF PSYCHOLOGICAL OUTCOMES IN SEXUAL distributed via email and Facebook that asks about some more MINORITIES general questions musical genre preference, emotions experienced while listening to music, and age. EMILY K. SANDERS (MCDANIEL COLLEGE) POSTER 35 Sexual minority individuals experience psychological distress at higher rates than the general population, but the reasons for this NON-SUICIDAL SELF INJURY AND ATTACHMENT STYLES trend are not entirely clear. Some possible contributing factors explored are gay identity, internalized homophobia, perceived CAITLIN MULLIGAN, VICTORIA GATES, REBECCA QUINN, discrimination, community engagement, overt discrimination, STEPHANIE NICOLETTE (ITHACA COLLEGE) depressive symptoms, anxiety symptoms, perceived stress, suicidal ideation, and non-suicidal self-harm. The main effects Those who engage in NSSI are more likely to have insecure and were mostly consistent with the literature; however, the lack of anxious attachment styles. The current study explores the interaction effects was unexpected. Possible causes of this relationship between NSSI and a model of attachment proposed discrepancy will be examined. by Feeney, Nooler, & Hanrahan (1994). A sample of 294 participants completed this study. Twenty-six percent of the POSTER 32 population reported ever engaging in self harm; of those 80.3% were females. A history of reported NSSI was strongly associated with all dimensions of attachment. DOES GROUP LEADERSHIP AFFECT THE RELATION BETWEEN STRESS AND GROUP DECISION-MAKING? POSTER 36
HYPERMASCULINITY, ANXIETY AND ALCOHOL USE IN EMILY LOREK, CHRISTOPHER KLEIN, TANYA JUDD COLLEGE STUDENTS PUCELLA (MARIETTA COLLEGE) ADAM M. STRYJEWSKI, JASON F. SIKORSKI, JOURDAN E. Group-decision making increases stress levels in a group. The MILLER, ERICKA K. BRUCE (CENTRAL CONNECTICUT researcher studied the effects of group stress levels with and STATE UNIVERSITY) without an assigned (trained) leader through the Iowa Gambling Task. Groups were measured on task efficiency, cortisol levels, The link between Gender Role Conflict, anxiety, and alcohol use and emotional status. Assigned leader groups were expected to has been documented, yet the relationship between subtypes of March 15 Saturday, show less stress than non-assigned leader groups. Using Wilk’s hypermasculinity, different types of anxiety and alcohol use has statistic, there was a significant effect of having an assigned been understudied. 253 college-aged men participated. Men leader on the decision-making behaviors of participants. scoring high in various types of hypermasculinity tended to use and abuse alcohol at high rates. Alcohol use interventions in POSTER 33 college may be improved by including interventions designed to address hypermasculine gender role development. GENDER DIFFERENCES IN DISGUST SENSITIVITY: ARE WOMEN MORE SQUEAMISH THAN MEN? POSTER 37
RONALD B THOMAS, NATALIE J. SHOOK (WEST VIRGINIA THREE DEGREES OF SEPARATION: DIFFERENCES IN UNIVERSITY) EMOTIONAL REACTIONS BETWEEN GENDERS
Disgust is an emotion that evolved to protect individuals from KELLY LALIBERTY, NINA FRANZA, DOMINIQUE TREBOUX, 156
PAUL GINNETTY (ST. JOSEPH'S COLLEGE) intake and values changes, values changes and age, and differences between media intake and age. Significant This research investigated the effects of narrator on participants’ correlations were found between all three variables. emotion and empathetic responses. Participants read a narrative of a car accident, in which the narrator had either: (1) close POSTER 41 relationship (2) distant relationship and (3) no relationship with the victim. After reading the assigned narrative, participants WHAT BEING ATTRACTIVE CAN DO: PERCEPTIONS OF rated their emotional reactions, and feels of sympathy and FAIRNESS AND BODY TYPE empathy. Participants expressed more sympathy than empathy or distress. Females expressed more emotional distress than RACHEL ENDRES (MERCYHURST UNIVERSITY) males. This study was conducted to test the effect of waist-to-hip ratio POSTER 38 on how harshly a person in a situation is judged. The study consists of two pictures, the same woman with a waist-to-hip USING PARENT AND CHILD REPORTS TO PREDICT ratio of .7 and 1.0, paired with a shoplifting story. It was NEGATIVE OUTCOMES OF PEER VICTIMIZATION hypothesized that the .7 waist-to-hip ratio character would be judged significantly less harshly than the 1.0 character. There ANDREW W. CAREW, MARIANA BLACERI (UNIVERSITY OF were no statistically significant differences found. CONNECTICUT), RENER GRACIE (GRACIE UNIVERSITY), KIMBERLY R.H. TREADWELL, ROBERT S. ASTUR POSTER 42 (UNIVERSITY OF CONNECTICUT) ON THE ETIOLOGY OF GENDER DIFFERENCES IN We examined the relationship between dysfunctional cognitive SEXUALITY factors and peer victimization as related to internalizing and externalizing distress in children. Twenty-three children and their PERSEPHONIE ALVAREZ, SHANE MURPHY (WESTERN parents completed self-report prior to a summer antibully camp. CONNECTICUT STATE UNIVERSITY) Results indicate child-reported peer victimization, social threat, physical threat and hostile intent predicted parent-reported Evolutionary psychologists have proposed that human mating delinquent behaviors, social problems, and withdrawn behaviors. has evolved through sexual selection to reflect gender This highlights the importance of cognitive vulnerability factors as differences in strategies for successful reproduction. One they interact with peer victimization in children identified as prediction of SST is that men will devote more time to short-term victims. relationships than will women. This study investigated the influence of social response biases on self-report data. We POSTER 39 created three conditions of influence - salient monogamous, salient promiscuous, and control - and found gender, but not SOCIAL MEDIA AND ACADEMIC OUTCOMES influence, effects on self-reported desires.
EMMA MARIOLES,DWIGHT HENNESSY (BUFFALO STATE POSTER 43 COLLEGE) HOUSEHOLD COMPOSITION AND THE DEVELOPMENT OF The purpose of the present study was to examine a potential HYPERMASCULINE GENDER ROLES relationship that exists between social media usage, personality traits, and academic outcomes. A significant relationship was JOURDAN ELYSE MILLER, ADAM M. STRJEWSKI, ERICKA K. discovered between the participant’s previous semester GPA and BRUCE (CENTRAL CONNECTICUT STATE UNIVERSITY) the amount of time spent watching television, using YouTube, and surfing the internet. A significant relationship between 265 male undergraduate students at a northeastern university conscientiousness and Twitter usage was also found. No participated. Analyses of Variance assessed whether the number significant relationship between academic success and social of males and females living in participants’ childhood or current media usage was found. household predicted levels of hypermasculinity. Though few statistically significant results were observed, males currently POSTER 40 living with two or more females were more aggressive and dominant. Additionally, males who currently live with two or more THE RECIPROCAL PROCESS MODEL OF MEDIA females and no males displayed lower levels of viewing CONSUMPTION, AGE, AND VALUES dangerous activities as exciting.
DANIEL GOEWEY (CAZENOVIA.EDU), RACHEL DINERO POSTER 44 (CAZENOVIA COLLEGE) THE EFFECT OF VIOLENT VIDEO GAMES ON AGGRESSIVE The purpose of this research was to demonstrate a link between COGNITIONS altered or learned values from media consumption and differences in values across generations. Participants were RYAN LANTZY, JOSH MEUNIER (ARCADIA UNIVERSITY) asked to complete a survey which assessed age, values and media consumption. To demonstrate a link between values Are violent video games at fault for a recent regularity of violence across generation’s correlations were assessed between media in America? We seek to determine if these games cause 157 aggressive cognitions. A between-subjects design had RELATIONAL AGGRESSION IN OLDER ADULTS twenty-one participants play a violent and non-violent video game on separate days with a dot-probe test and an ambiguous picture KAILA MARIE DRUETTO (ALVERNIA UNIVERSITY) task completed after each game. Results showed no significant difference between groups on performance of both tests The relationship between relational aggression and suggesting no relationship between violent video games and life-satisfaction among community-residing adults as well as aggressive cognitions. perceived social support and its impact on self-reported experiences of relational aggression was explored. Results POSTER 45 indicated a strong negative correlation between self-reported ways of coping and experience of relational aggression. There THE EFFECT OF PRESENTATION STYLE IN EXTRAVERTS was a strong positive relationship between subjective well-being AND INTROVERTS and self-reported ways of coping. These findings provide evidence of the benefits social support may have on coping with AMANDA BATTLE (MARWOOD UNIVERSITY), MARTIN relational aggression. BIFANO (MARYWOOD UNIVERSITY) POSTER 49 The purpose of the study was to determine if the presentation style of a word list would produce effects differently in regards to HOMICIDAL IDEATIONS: TWO FAILED REPLICATIONS IN recollection ability and false memory in extraverts and introverts. PILOT TESTS The independent variables were personality type and presentation style. The amount of presented words participants NICOLE LOFARO, RYAN AYRES, MAHA NASSAR, TOM could correctly recall, false memory errors, and any additional HEINZEN (WILLIAM PATERSON UNIVERSITY) errors were recorded. It was found that presentation style affects extraverts and introverts differently in regards to recollection ability. Buss (2005, p. 8) reported “91% of men and 84% of women have had at least one of such vivid fantasy about killing someone.” He POSTER 46 explained this as an evolutionary adaptation. We asked the same question and our results were opposite. Only a small HOW PERSONALITY TRAITS SUCH AS EXTRAVERSION, percentage of our participants reported having a homicidal SELF-ESTEEM, AND OPTIMISM PLAY A ROLE IN fantasy. We also designed pseudo focus groups to make it DIFFERENT AMOUNTS OF FACEBOOK USE easier to elicit positive responses and moved closer to replicating Buss. KAYLA PASER (THE COLLEGE OF SAINT ROSE) POSTER 50 Examined the extent to which extraversion, self-esteem, and optimism predict Facebook use. Sixty-nine undergraduate MOTIVATION AND PARENTAL SENSE OF RESPONSIBILITY psychology students completed self-report measures of extraversion, self-esteem, optimism, and Facebook use. Results suggest students who had high scores on extraversion had many RACHEL BECKER, JOSEPH LAO (CUNY HUNTER COLLEGE) more pictures of themselves on their Facebook profile, had a more positive general attitude about Facebook, and had a higher Wanting to be a responsible parent can come from being either number of Facebook friends. Individuals high in self-esteem had intrinsically or extrinsically motivated. The present study lower basic use of Facebook. considers how parental responsibilities are affected by motivation. The hypothesis of the present study is that when POSTER 47 parents take on parental responsibility due to intrinsic motivation, they feel more obligated in fulfilling these responsibilities than PREDICTING ALCOHOL CONSUMPTION WITH when they are extrinsically motivated. The strongest association SELF-ESTEEM AND SOCIAL MEDIA USE was found between parental motivation to perform certain responsibilities and the child’s aggression outcome. SAMANTHA SMITH (CABRINI COLLEGE)
POSTER 51 March 15 Saturday, This study investigated the role of both self-esteem and social media use with college student’s alcohol use. Consistent with THE RELATIONSHIP OF HOPE, OPTIMISM, AND previous research, it was expected that college students with a IRRATIONAL BELIEFS IN COLLEGE STUDENTS high self-esteem and more social media use would have lower levels of alcohol use. Participants included N=106 LEA LESINSKI, JORDAN LOCASCIO, GEORGE PANETTA, undergraduate students. The linear regression model resulted in RON STEVENS, PHILIP M. DRUCKER (ST. JOHN'S a significant overall model, F(3,77)=7.39, p<.001, R2=.22, with UNIVERSITY) two significant predictors, social media use (b=.06) and social motivation (b=1.05). College students completed the Adult Hope Scale, the Revised Life Orientation Test (r-LOT), and the Abbreviated Survey of POSTER 48 Personal Beliefs (SPB). Correlational analysis revealed a positive correlation between hope and optimism (r-LOT), and a negative ROLES OF SOCIAL SUPPORT IN COPING WITH correlation between hope and irrational beliefs (SPB). It was also 158 found that the pathway score on the Hope Scale was negatively IN COLLEGE STUDENTS correlated with scores of negative self-worth and low frustration tolerance on the SPB. COURTNEY POPSIE, MARISSA COOK, JENNIFER KNACK (CLARKSON UNIVERSITY) POSTER 52 This study examined relationships between peer victimization, CHANGE DETECTION AND ITS RELATION TO ATTENTION PTSD symptoms, morning cortisol, and poor physical health. ABILITIES College students completed assessments of peer victimization, PTSD symptoms, and physical health. A subset of participants APRIL L. WEIRICH, CARRIE R. ROSENGART (CALIFORNIA collected salivary cortisol samples. As expected, we found a UNIVERSITY OF PENNSYLVANIA) significant indirect effect of PTSD symptoms on the link between peer victimization and frequency of health problems and severity People with ADHD tendencies may have trouble focusing on a of health problems. The results imply the necessity to treat given task, frequently shifting focus to other areas, leading to bullying as a substantial traumatic experience. their more accurate detection of changes in their visual fields. Participants (N=81) were shown ten video clips with continuity POSTER 56 errors and the Hawthorne A-ADDES S-RV (an adult Attention Deficit/ Hyperactivity Disorder assessment). Inattentive and THE INFLUENCE OF STEREOTYPE THREAT ON SPEED AND Hyperactivity/Impulsivity subscales were both negatively ACCURACY correlated with change detection abilities. People with higher scores were less able to detect continuity errors. ERIC BALBOA, STEPHANIE GOLSKI (RIDER UNIVERSITY)
POSTER 53 The present study examined the influence of stereotype threat on measures of executive function in female undergraduates. Prior CAN REMEMBER/KNOW JUDGMENTS CREATE A SHIFT IN to testing participants read a statement that suggested either the MEMORY STRATEGY? presence or absence of sex differences in task performance. Tasks included the Trail Making Test (TMT) and Card Rotations AMANDA GOODWIN, EVAN KOWALSKI, ALLISON (CR). Those under stereotype threat completed items more JACQUES,ANGELA KILB (PLYMOUTH STATE UNIVERSITY) quickly in TMT, and at the expense of accuracy in CR.
Previous research has shown that older adults demonstrate a POSTER 57 memory benefit when asked to provide remember/know (RK) judgments (Naveh-Benjamin & Kilb, 2012). One explanation for PERSONALITY AND THE EFFECTS OF PRIMACY AND the increase in performance is that providing RK judgments RECENCY encourages participants to engage in new strategies at encoding and retrieval. We examined several manipulations to investigate JESSICA MCGARRITY, JENNIFER N JARRETT, JACOB A possible strategy shifts that occur either at encoding or retrieval BENFIELD, MICHAEL J BERNSTEIN (PENN STATE in younger and older adults, and results show some support for UNIVERSITY - ABINGTON) both explanations. The primacy and recency effects have been shown to influence POSTER 54 what people remember. It was hypothesized that a person’s conscientiousness level would wipe out these effects on memory WHAT A NIGHTMARE! NOT ALL SLEEP MEASURES ARE when dealing with social information. Participants were CREATED EQUAL measured on consciousness and then were given three paragraphs of information to remember about a person. The TIMOTHY JACOB VALSHTEIN, JOAN FOLEY, JUDITH STULL, results showed that there was no significant effect of personality MARSHA WEINRAUB (TEMPLE UNIVERSITY) types on the primacy and recency phenomena of memory and recall of information. Little is known about how discrete sleep disturbances differentially affect each socioaffective outcomes in early POSTER 58 adolescence. We hypothesized that a variety of sleep disturbances in third grade—nightmares, daytime sleepiness, SMARTPHONE USAGE AND ADDICTIVE PERSONALITY trouble sleeping, sleeping more or less than most kids, talks or walks in sleep, and amount of sleep—would be related to JENNIFER NICOLE JARRETT, JACOB A. BENFIELD, MICHAEL anxious/depressive symptoms and emotional reactivity in sixth J. BERNSTEIN, JESSICA M. MCGARRITY (PENN STATE grade. Using path analysis, results suggest that only nightmares ABINGTON) predicted mothers’ report of child anxious/depressed symptoms. This study provides evidence for the claim that nightmares are a The use of smartphones in the context of addictive personalities unique phenomenon compared to other sleep disturbances. has been recognized in social psychology. It has been hypothesized that the increased usage of smartphones is related POSTER 55 to addictive personalities, while classical conditioning plays a role as well. The results show that users do display an addiction to PTSD SYMPTOMS MEDIATES THE RELATIONSHIP their smartphones but when measuring addictive personality and BETWEEN PEER VICTIMIZATION AND PHYSICAL HEALTH classical conditioning, classical conditioning predicts smartphone 159 usage while addiction does not. students. We examined DV, childhood trauma (CT), and early maladaptive schemas (EMS), in 76 undergraduates. For women, Key Words: smartphone, addictive personality, classically abandonment and sexual abuse correlated with perpetrator conditioned scores, and physical abuse correlated with recipient scores. For men, abandonment and failure correlated with perpetrator POSTER 59 scores, while emotional neglect and social isolation correlated with recipient scores. This suggests that DV relates to both CT CAN SEVERE EVENT EXPOSURE ALTER PERCEPTIONS OF and EMS differently for males and females. LATER EVENTS? MEDIA AND CONTRAST POSTER 63 LESLIE GUILBE (PENN STATE UNIVERSITY - ABINGTON) MENTAL ILLNESS STIGMA: OUTREACH, ENGAGEMENT, News media has a bias toward reporting extreme and negative AND EFFICACY. events. Research on the contrast effect suggests that such exposure should shift perceptions of more ordinary events. The ANDREW SILLETTI JR. (FRAMINGHAM STATE UNIVERSITY) current vignette study tested the role of contrast on perceptions of news stories. Prior research on interventions that aimed to increase positive attitudes towards people with mental illness and help-seeking POSTER 60 intentions has generally occurred in controlled experimental settings. This investigation utilizes three different naturalistic DIFFERENCE IN PERSONALITY USING THE BIG FIVE interventions on a college campus and found that the largest INVENTORY engagement was elicited by the mental health support newsletters but the largest effect, and smallest engagement, JOHN VASKO (ALBRIGHT COLLEGE) resulted from the panel discussion.
This study examined whether personality differences using the POSTER 64 Big Five personality dimensions existed between under-class and upper-class undergraduate Albright College students. BUILDING RELATIONSHIPS: HOW SELF-COMPASSION Participants were administered anonymously online the Big Five RELATES TO INITIATION STRATEGIES Inventory and completed inventories were quantified and analyzed using independent t tests. Results indicated that no AMANDA WOODWARD, THERESA DIDONATO (LOYOLA personality differences existed between under-class and UNIVERSITY MARYLAND) upper-class undergraduate Albright College students. This research provided evidence that students’ personalities were not This correlational study builds on evidence connecting generalizable simply based on college level. self-compassion with relationship maintenance behaviors to investigate the relation between self-compassion and romantic POSTER 61 relationship initiation strategies, including self-disclosure and flirting. The findings (n=144) suggest that self-compassion, when PEOPLE’S SOCIAL PERCEPTION OF OTHERS' LANGUAGE controlling for fear of intimacy, can predict the use of and SKILLS perceived effectiveness of certain initiation strategies. Facets of self-compassion correlated with traditional, sincere and polite TIFFANY CRUZ (ALBRIGHT COLLEGE) flirting styles, but did not correlate with the sociosexuality orientation index. Previous research indicates that people judge others based on the way they present themselves, including the language they POSTER 65 use. The present study looked at participants' perception of speaker’s intelligence and approachability based solely on DO HEALTH SUPPLEMENTS LEAD TO INCREASED language. Undergraduate students rated personality COGNITIVE FUNCTION IN COLLEGE STUDENTS? characteristics of speakers with three language types; academic, neutral, and slang. The study revealed participants perceived MELISSA R. PATTERSON (SLIPPERY ROCK UNIVERSITY), speakers using academic language to have the highest JOSEPH LIGATO (SLIPPERY ROCK UNIVERSITY), March 15 Saturday, intelligence level, and speakers using neutral language as the CASSANDRA BRUCE, SONYA DOMARACKI, BLAINE SHRUM most approachable. (SLIPPERY ROCK UNIVERSITY)
POSTER 62 Previous research has demonstrated a positive effect from taking a variety of supplements upon both physical and cognitive ability. CORRELATES OF PERPETRATION AND VICTIMIZATION OF The current study tested if taking various vitamin and mineral ROMANTIC RELATIONSHIP VIOLENCE IN COLLEGE supplements would be related to cognitive performance as STUDENTS reflected in college GPA. There was no suggestion that either the degree of supplements or taking a particular supplement was ARIEL SORDILLO, MARGARET MCCLURE (FAIRFIELD related to GPA in any way. This may be due to the particular UNIVERSITY) sample tested.
Dating violence (DV) is a serious problem among college POSTER 66 160
was integrated to record food diary data, as well as assess the A CLOSER LOOK AT ENHANCED E-BOOKS: COMPATIBLE impact of technology on individuals’ choices. The intervention VERSUS DISTRACTING GAMES group consumed on average more fats, sugars, proteins, and carbohydrates than the non-intervention group, contrary to what JULIA HROBON, GEORGENE TROSETH (VANDERBILT was expected. UNIVERSITY) POSTER 70 There are mixed reviews on the effectiveness of children’s interactive e-books as educational tools, which may stem from “DOES EXPERTISE TRUMP EXPLANATION QUALITY?”: the different types of features included in e-books. This study CHILDREN PREFER TO LEARN FROM AN EXPERT DESPITE investigates these various games and enhanced features THE QUALITY OF THEIR EXPLANATIONS embedded in interactive e-books. We predict that some interactive e-books will have games that harness the AVERY STEELE, KATELYN KURKUL, KATHLEEN “interactivity” of e-books in ways that promote learning, whereas CORRIVEAU, ED.D. (BOSTON UNIVERSITY) the games in other e-books will distract children from the story and lessen learning. We examined if children weighed an informant’s expertise more than the quality of her explanations when judging and informant’s POSTER 67 credibility. Twenty-five preschoolers watched a video where a scientist and a girl offered circular or non-circular explanations for THE SAFEST TIME TO DRIVE: A STUDY OF RISKY DRIVING familiar concepts and novel objects. Results revealed that BEHAVIORS children endorsed the scientist in all trials when she gave non-circular explanations during training trials. However, when HEATHER RIPPY, HEATHER R. RIPPY, JESSICA E. LADAGE, the scientist provided circular explanations during training, BRYAN E. PORTER (OLD DOMINION UNIVERSITY) children only endorsed the scientist when learning novel information. Short Abstract (75 words) Risky driving behaviors (i.e., speeding, cell phone use) continue POSTER 71 to be a topic of interest amongst law enforcement officials in an effort to increase driver safety. In this project, drivers were RISK TAKING AND PERFORMANCE ON ACADEMIC TESTS observed at predetermined site locations during six pre-designated time intervals, daytime and nighttime. Drivers’ DYLAN JOSEPH SCOTT, CHELSEA FLEEGER, PATRICK gender, seatbelt use, and cell phone use were recorded. KENNEDY, JARED SMITHERS, JOSEPH HORTON (GROVE Analyses were conducted using the variables of interest, as well CITY COLLEGE) as time of day. Further implications are discussed. The purpose of this study was to investigate the effects of POSTER 68 nonconscious goal priming techniques in a test-taking setting, and to see how these primes react to obstacles. We developed UNDERSTANDING INDIVIDUAL DIFFERENCES IN CONFLICT risk- and impulsivity-oriented goal primes to manipulate the MANAGEMENT: HOW OPTIMISM INFLUENCES BELIEFS test-taking strategies of participants, and assessed the degree to AND BEHAVIORS which these strategies persisted in spite of negative consequences. Statistical analysis revealed that our primary RAYMOND HAACK (ELON UNIVERSITY) hypothesis was not supported. Limitations and future directions for research are discussed. This study examined the relationships among optimism, conflict style preferences, and beliefs during a simulated conflict POSTER 72 resolution task. Twenty teams of 3-4 individuals (with two teams participating at each session) engaged in the conflict simulation STUDENTS AND EXAMINATION SCORES: and provided reflections at various points during the negotiation OVERESTIMATION AND OVERCONFIDENCE process. Results indicate that optimists prefer collaborative conflict resolution and made more positive predictions about the MARIA POPOTEUR, MARIA POPOTEUR, VINCENT outcome of the negotiation following a contending initial proposal PROHASKA (LEHMAN COLLEGE, CITY UNIVERSITY OF NEW from the other team. YORK)
POSTER 69 At the end of each of three examinations in several sections of upper-division psychology courses students (N = 239) estimated HEALTHY BEHAVIOR IN THE COLLEGE ENVIRONMENT: their grades and rated their confidence. On average, students CAN THE USE OF INTERVENTIONS AND THE ATTENTION significantly overestimated their grades (expecting a “B” and TO FOOD LABELS CHANGE DECISION-MAKING earning a “C”). Confidence ratings were high and positively BEHAVIORS? correlated with estimates. However, estimates significantly changed during the semester. High performing students were ALICIA ARGERO TRIANTOS (SAINT ANSELM COLLEGE) most inaccurate early. Low performing students demonstrated non-linear changes in their estimates over the semester. The purpose of this study is to see whether or not knowing about nutrition influences food choice. The MyFitnessPal application POSTER 73 161
ROBERT MICHAUD, NINA EDULJEE (SAINT JOSEPH'S IMPACTS OF PSYCHOLOGICAL CONTROL ON COLLEGE COLLEGE) STUDENTS' RELATIONAL AGGRESSION AND FRIENDSHIP QUALITY This study examined perceptions about advising with undergraduate college students. A total of 126 first year students MEGAN SNIDER, CHRIS BOYATZIS (BUCKNELL completed surveys that examined reasons for academic advising, UNIVERSITY) perceptions of academic advising, as well as level of satisfaction with academic advising. The results indicated that 76.2% of the We examined the interplay of parents’ psychological control and students meet with their academic advisor to register for classes. warmth in relation to friendship quality and use of relational About 31% of first year students indicated they felt satisfied/very aggression in 237 college students. Hierarchical regressions satisfied with the amount of time in each advising session. demonstrated that psychological control by mothers and fathers predicted negative outcomes in students, specifically relational POSTER 77 aggression and poorer friendship quality. Mediation analyses with Sobel tests indicated that students’ relational aggression THE DARK TRIAD AND GRIT partially mediated the relationship between parents’ psychological control and students’ friendship quality. AMANDA GELB,JACOB BENFIELD,MICHAEL BERNSTEIN (PENN STATE ABINGTON) POSTER 74 The "Dark Triad" of personality consists of three traits, THE INFLUENCE OF SOCIAL PRESENCE ON CHILDREN'S machiavellianism, narcissism and psychopathy. We looked to the EXECUTIVE FUNCTIONING trait of perseverance, also known as grit, predicting that there will be a positive correlation between grit and the Dark Triad. We JASON CHIA CHIN, NOEMI SKALA, GRACE MIN, KATIE KAO, looked to see if the Dark Triad is not just associated with KATHLEEN CORRIVEAU, EDD (BOSTON UNIVERSITY) negative traits, but it can also be correlated with a more positive trait such as grit. We examined the effect of minimal social presence on children’s executive functioning. Thirty-eight four- and five-year-olds were POSTER 78 randomly assigned to complete the NIH Toolbox Flanker Inhibitory Control and Attention Test in either the presence of a AUTHENTIC LEADERSHIP, CORE EVALUATIONS & picture of disembodied angry eyes or a picture flowers. While PERCEIVED LEADERSHIP EFFECTIVENESS there was no significant difference in performance between the two conditions for the four-year-olds, five-year-olds’ performance MATHEW GOLDBERG, MAURICE J. LEVESQUE (ELON with minimal social presence was significantly lower than without UNIVERSITY) any presence at all. The purpose of the study is to explore the interrelationships POSTER 75 among authentic leadership, core-evaluation, and self-perceived leadership effectiveness. The study expands the literature within A WALK DOWN MEMORY LANE: college student population and will discuss the implications of THE EFFECTS OF MUSIC-EVOKED NOSTALGIA VERSUS leadership development within this younger population. NOSTALGIA ALONE ON PAIN TOLERANCE
ALEXANDRA BAHR, KRISTY HAMILTON, JON SLEZAK (MOUNT ST. MARY'S UNIVERSITY)
Undergraduate students underwent the cold pressor test in a repeated-measures design. While submerging their hand in cold water, participants either listened to their self-chosen familiar music selection (music condition), responded to a nostalgia-invoking prompt (nostalgia condition), or did not listen March 15 Saturday, to music or respond to a prompt (control condition). It was predicted that when participants listened to familiar, self-chosen music, or when they were prompted to recall nostalgic memories, they would exhibit a higher pain tolerance than in a control condition with no stimulation. Both the nostalgia and music condition yielded significantly higher pain tolerance measures than the control condition.
POSTER 76
REASONS FIRST YEAR STUDENT VISIT ADVISORS AND LEVELS OF SATISFACTION ABOUT ADVISING
Index
Abdelnour, Marleen J., 7 Angelone, DJ, #19, 71 Baren, Alison, 132 Benfield, Jacob, 161 Abdelrahim, Mohammed, 60 Anmuth, Lindsay M., 34, 101 Bargh, John, 45 Benfield, Jacob, 128 Abelson, Sarah, 89 Annunziato, Rachel A., 21, 38, 88, Barlett, Christopher, 24, 25 Benfield, Jacob A., 158 Abi-Jaoude, Tina, 127 !!147 Barlow, Jennifer, 98 Bennett, Alexandra, 87 Abrams, Richard, 5 Ansell, Melissa, 86 Barnard, Elyse, 52 Bennett, Sidney, 21 Abrams, Richard L., 54, 91 Anticevic, Alan, 109, 110 Barnes, Ayiesha, 62 Bensley, D. Alan, 50, 120, 121 Abulfaraj, Ghalib, 42 Antonelli, Sarah, 10 Barona, Shanise, 139 Berent, Iris, 46, 51, 66 Acker, Jenna, 39 Anyanwu, Oyedolapo, 73, 129 Baroni, R., 81 Berger, Sarah E., 93 Adamyk, Katharine, 133 Araiba, Sho, 69 Barr, Elizabeth Renner and Bergquist, Julia F., 127 Ademola, Sheri, 62 Arcediano, Francisco, 150 Rachel, 57 Berkman, Jane, 110 Adorno, Brandon Michael, 10 Arcuri, Ashley, 127 Barr, Gordon A., 143 Berkule, Samantha B., 122 Agarunova, Anna, 5 Arellano, Paula Errázuriz, 36 Barr, Rachel, 57, 105 Berman, Ariel K., 127 Agboh, Darren, 19 Arenson, John D. Coley Barros, Delba T.R., 65 ' Bernhardt, Paul C., 50 Agoglia, Christopher, 4 Melanie, 114 Barry, Ailish, 118 Bernstein, Michael, 94 % Agris, Anastasia, 102 Arif, Soondus, 8 Barry, Eric, 9 Bernstein, Michael J, 158 Ahern, Jessica, 22 Arthurs, Benjamin N., 17 Barry, Jacqueline Alfonso, 39, 44 Bernstein, Michael J., 20, 95, 158 Aiken, Andrea, 127 Artistico, Daniele, 55 Bartel, Jeffrey S., 78 Berry, Sara, 26 Akhutina, Tatiana, 102 Arts, Bachelor of, 141 Barth, Fran, 78 Berry, Sara M., 14, 93, 124 Akhutina, Tatiana V., 14 Arucevic, Senada, 94 Barth, Hilary, 93 Bertuccio, Rebecca, 88 Akron, University of, 112 Arvanitis, John, 129 Bartlett, Angela, 120 Bhandari, Sandesh, 8, 90 Alba, Kimberly, 17 Assudani, Soniya, 125 Bartoli, Angela, 97 Biehn, Denise, 71 Albano, Nicholas, 3 Astur, Robert, 89 Baruch, Holly, 128 Bifano, Martin, 157 Albert, Carly, 47 Astur, Robert S., 53, 156 Baschnagel, Joseph, 11( Bireta, Tamra J, 46 Albohn, Daniel, 78 Aube, Vanessa, 11, 90 Bastone, Francesca, 71 Biswas, Anjan, 9, 82 Alfred, Katherine, 49 August, Kristin J., 90 Basu, Sunaina, 133 Bizub, Anne L., 73 Allan, Robert W., 1 Augustivsky, Maya, 6 Bator, Renee, 24, 58 Blaceri, Mariana, 156 Allard, Eric S., 50 Aull, Anisa, 81 Batraki, Donna, 72 Blackman, Sheldon, 146 Allardyce, Lindsay, 10 Austerweil, Joseph, 111 Batt, Meghan Joleen, 21 Blahut, Olivia, 58 Allen, James B., 134 Ayanna, Thomas K., 148 Battiston, Susanna, 90 Blake, Aniko, 22 Almonte, Ricardo, 132 Ayers, Jean F., 20 Battle, Amanda, 157 Blake, Valerie K., 144 Alparslan, Saadet, 99 Ayotte, Brian J., 39, 144 Bauman, Ashley, 102 Blake, Victoria L, 121 Altarriba, Jeanette, 56 Ayres, Ryan, 157 Baumgarten, Caroline, 8 Blakeley, Hillary, 60 Altomare, Lindsey, 3 Aziz, Yusra, 10 Bautista, Brittany, 149 Blakey, Isabell, 2 Altschuler, Karen A., 4 Babad, Sara, 8 Bays, Rebecca B., 49, $#89 Blanchard, Ashley K., 52 Alvarez, Persephonie, 156 Bacher, Emily, 19 Bazaz, Joelle, 141 Blasko, Dawn, 140 Amegbletor, Duncan Y., 150 Bacs, Michael, 19 Bear, Gordon, 140 Blasko, Dawn G., 56 Amen, Alexsa, 48 Bacso, Sarah, 48 Bebech, Alanna C., 18 Blattner, Raymond, 102 Amos, Justin, 18 Bagdoian, Heather, 97 Bechtold, Tessa Charlene, 11 Blewitt, Pamela, 143 Anderson, Ashley, 134 Bahr, Alexandra, 161 Beck, Jolinda, 124 Bliss, Amberly, 103 Anderson, Ashley Lynn, 11 Bailey, Kathleen R., 54 Beck, Kailey, 100 Blose, Amy, 25 Anderson, Desiree, 127 Bailey, Matthew, 1 Becker, Alyssa, 3 Blujus, Jenna K., 76 Anderson, Kiersten, 95 Bailey, Veronika, 21 Becker, Brian William, 31 Boardman, Luke, 105 Anderson, Matthew, 64 Bair, Suzanne, 71 Becker, Elizabeth Ann, 61 Bock, Beth C., 129 Anderson, Matthew J., 64 Baker, David B., 112 Becker, Kaylie, 21 Bogert, Dee, 47 Anderson, Robert Joseph, 61 Baker, Nicole Marie, 23 Becker, Larence, 4 Boggis, Jesse, 35 Anderson, Ursula, 102 Baker, Suzanne C., 30 Becker, Rachel, 157 Bognatz, Alicia M, 48 Anderstrom, Ethan, 85 Balboa, Eric, 158 Begosh, Kristen T, 121 Bohanek, Jennifer, 49 Andrade, Fernanda, 133 Ball, Kevin, 62 Behari, Kriti, 54 Boie, Fabian Agiurgioaei, 112 Andreoletti, Carrie, 99 Ball, Tabitha, 76 Behler, Anna, 132, 137 Boileau, Nicholas R., 129 Andrews, Dominic P., 79 Balotti, Brandon, 25, 97 Beigel, Astrid, 117 Boland, Kelly, 9 Andrews, Paul, 21 Balsam, Peter, 1, 60, 70 Beins, Barney, ! (84 Boland, Sarah, 53 Angeles, County of Los, 117 Banerjee, Padmini, 66, 78 Bell, Daniel J., 5 Bonato, Frederick, 75, 95 Angelone, Bonnie, 9, 56 Bankert, Chris, 138 Bell, Elizabeth, 74 Bonifacio, Philip, 96 Bankes, Bryan, 77 Bell, Martha Ann, 107 Bonilla, Rodrigo Lorenzo Ong, 6 Banu, Laura M., 48 Bellin, Elisheva, 32 Botdorf, Morgan A, 49 Banyard, Victora L., 21 Bellows, Alex, 17, 18 Bottom, Todd L., 28, 29, 30 Banyard, Victoria L., 25 Bemis, Rhyannon, 102 Boulifard, David, 80 Barber, Teresa, 139 Benack, Suzanne, 32 Bourque, McKenzie, 92 Barden, Melisa, 4, 135 Bouton, Mark, 83 Bouton, Mark E., 1, 15, 44, 70, 111, 150
Boviard, Hallie, 103 Index of Participants Index
Bower, Lennea R., 50 Bubka, Andrea, 75, 95 Cassera, Jessica, 47 Ciappa, Samantha, 6 Bowker, Jenna, 33 Bublitz, Dennis, 112 Cassino, Peter, 77 Ciappa, Samantha K., 92, 155 Bowler, Gianna M., 90 Budson, Andrew E., 148 Castagno, Meghan, 90 Cifuentes, Fernando, 75 Box, Maria, 53 Bueno, Emely, 99 Castro, Leyre, 15 Cipriano, Allison, 2 Boyatzis, Chris, 161 Buffalo, University at, 144 Castro, Sandy De, 49 Cirka, Haley, 56 Boyd, D., 81 Bui, Amanda, 89 Castrogivanni, Joanna, 134 Cisneros, Angie Y., 18 Boyer, Amber J., 153 Bulevich, John, 141 Catrone, Chandelle, 70 Citera, Maryalice, 27 Boyle, Jordan, 41 Bulevich, John B., 49, 113 Cautin, Robin, 112 Citrano, Brandon Louis, 152 Boyle, Rachel, 140 Bunk, Jennifer, 25, 77, 78, 79 Caviola, Lucius, 17 Clark, Danielle, 129 Braciszewski, Jordan M, 129 Bunk, Jennifer A., 120 Cerce, Stephanie, 140 Clark, Jessica, 23 Brackett, Marc, 74, 104 Burk, Olivia, 21 Cerino, Eric Scott, 101 Clark, Madison, 9 Bradley, Elizabeth-Leigh, 82 Burke, Allison, 52 Cernasov, Paul M., 49 Clary, Ashley, 104 Brady, Brittney, 127 Burman, Jeremy T., 142 Cesana, Charlotte, 110 Class, Daniel, 70 Brady, Loretta L.C., 44, 124 Burman, Michael, 60 Chaffin, Roger, 49 Claxon, Sirena Ann, 134 Bramley, Laura, 122 Buser, Victoria, 7, 55 Chamberlain, Patricia, 129 Clef, Katelyn Van, 34, 123 Brandenburg, Brittany, 21 Bush, MaryAnn, 79 Chamberlain, Todd, 90 Clegg, Rachel, 57 Brandon, Maureen E., 69 Butera, Peter C., 86 Chambliss, Catherine, 33 Clisura, Lesley, 2 Branick, Amanda M., 22 Butler, Judah, 26, 93 Chan, KinHo, 86 Cloud, Jayson A., 33 Braue, Rose, 34 Butler, Robert, 119, 132 Chan, Lawrence, 35 Cloutier, Renée M., 76 Brauner, Elisabeth, 109 Butler, Robert C., 77 Chanchall, Sanita, 137 Clymer, Lauren, 46 Braymiller, Jessica L., 2 Buzinski, Steven, 132 Chang, Edward C., 33 Coane, Jen, 52 Brazel, Danielle, 96 Buzinski, Steven G., 132 Chang, Jyh-Hann, 22, 23, 119 Coane, Jennifer H., 53 Brearly, Timothy W., 34 C.R.N.P.,, 77 Chang, L., 63 Cochran, Winona J., 23 Breezee, Candy Marie, 2 Cady, Greta Rhys Eger, 54 Chang, Tiffany, 80 Coe-Odess, Sarah, 20 Breimann, Chelsea, 119 Cagna, Christopher J., 64 Chapa, Gabriela, 19 Cohen, Mardge, 8 Brennand, Kristen, 60 Cain, Nicole, 33 Chaplin, William, 37 Cohen, Marisa Tamar, 68 Breslin, Shannon, 12 Calderon, Arturo, 46, 67 Chapman, Gretchen, 48 Cohen, Marissa, 56 Bridges, K. Robert, 18 Calkins, Susan, 107 Chappell, Whitney M, 16 Cohen-Gilbert, Julia, 42 Bridges, Rachel, 93 Callender, Aimee A., 148 Chary, Mamatha, 61 Cohn, Elana, 70 Briggs, James F, 63 Callis, Meredith, 87 Chatkewitz, Morgan Alexandra, 96 Cohn, Ellen S., 25 Briggs, James F., 69 Callis, Meredith Dolores, 152 Chau, Sathiarith, 141 Colgary, Christina, 51 Brill, Robert T., 75 Caltabellotta, Nicole M., 54 Chauvin, Stephanie, 99 Colicchio, Roy, 46 Brinton, Chauncy, 81 Camp, Debbie Van, 13 Chavez, George F., 23 College, Boston, 116 Britt, Kayla, 18 Campana, Nicole Frances, 75 Chebotareva, Anastasia, 114 College, Dartmouth, 59 Broccoli, Tara, 141 Campbell, Adele, 22 Chebotareva, Elena, 14, 45, 114 College, Hunter, 113 Brockman, Diane, 87 Campbell, Jamonn, 138 Cheek, Nathan N., 20 College, Middlebury, 58 Brockman, Diane D., 78 Campbell, Sara N., 92 Chein, Jason M, 49 College, Moravian, 30 Brody, Leslie R., 8 Campos-Banales, Kathleen, 154 Chein, Jason M., 143 College, St. Francis, 112 Brooks, A. C., 81 candidate,, 61 Chen, Shuling, 75 College., Ithaca, 84 Brooks, Cody, 68 Canli, Turhan, 40, 61, 62 Chen, Shuling Julie, 75, 105, 108 Collins, Caitlin, 78 Brooks, Kelly, 109 Capezza, Nicole M., 127 Chen, Yiming, 22, 90 Collins, Caitlin Hanna, 87 Brooks, Patricia, 112, 139 Capili, Valerie, 8 Chernyak, Nadia, 149 Colvin, Janet Sherman" Brookwood, Marilyn, 148 Capiola, August, 25, 98 Chiang, Joy, 24 Colvin, Molly, 30 Brown, and Christina M., 18 Caplandies, Fawn, 3 Chiang, Victoria, 82 Commons, Michael Lamport, 38, Brown, Bruce L., 144, 145 Capozza, Gregory, 78 Chibnall, Cydney, 51 &$105, 108 Brown, Christina, 21 Capozzi, Claire, 82 Chin, Jason, 97 Commons-Miller, Lucas Brown, Christina M., 17, 21 Cappelli, Thomas H., 69 Chin, Jason Chia, 161 Alexander-Haley, 105 Brown, Christopher G., 27 Carbajal, Brandon, 4 Chinnock, Gaelen, 24 Connaghan, Kaitlyn P., 124 Brown, Chrstopher G., 36 Carbone, Lauren, 108 Chir, Rachel, 21 Connine, Cynthia, 43 Brown, Elena, 143 Carducci, Bernardo, 44 Chobany, Chelsea M., 16 Conti, Richard, 115 Brown, Emily R. Daniels ; Carew, Andrew, 89 Choudhury, Rownak, 80 Contrada, Richard, 80 Veronika S. Bailey ; Yevgeniy M. Carew, Andrew W, 53 Chovanes, Catherine, 70 Conway, Francine, 7 Olkhov ; Christina M., 116 Carew, Andrew W., 156 Chrisler, Joan C., 84 Cook, Denise, 119 Brown, Michael, 131 Carey, Brittany, 136 Christie, Charlene, 136 Cook, Kaye, 117 Brown, Ted, 78 Carney, Jacklyn, 141 Christie, Dr.Charlene, 91 Cook, Kyle DeMeo, 14 Brown-Reid, Tina, 130 Carpenedo, C. M., 81 Christmann, A., 81 Cook, Marissa, 158 Bruce, Cassandra, 74, 108, 159 Carr, Jeffery, 42 Christoff, Allison, 47 Cooper, Emily, 98 Bruce, Ericka K., 27, 36, 37, 87, Carroll, Erin B, 71 Chu, Ling-chuan, 132 Coore, Janelle, 82 88, 155, 156 Carta, Vincent, 104 Chua, Elizabeth, 53 Corbeil, Candace, 27 Brumbaugh, Claudia, 132, 137 Casas, Jose Antonio, 27 Chua, Elizabeth F., 49, 125 Corbeil, Candace C., 14 Bryan, Courtney, 135 Case, Olivia, 9, 27 Chudnovsky, Lauren, 73 CORBERA, SILVIA, 42 Bryan, Victoria Marie, 23 Casey, B.J., 29 Chung, Alissa, 6 Corbett, Amy, 120 Bryant, Andrew M., 76 Casey, Megan Grace, 7 Chung-Davis, Eboni C., 74 Bryant, Lauren, 107 Caso, Nicole, 21 Churnuhina, Csenia, 33 Index
Corbett, Meagan, 137 Dawson, Blair, 101 Dodson, Katherine C., 126 Ehrlich, Yosefa, 8 Corcoran, Michael J, 77 Deal, Alex, 60 Dolaty, Sarah, 118 Eisenbrandt, Lydia L., 76 Cordes, Sara, 48, 52, 96, 102, 107 Dearborn, Peter Joseph, 41 Dole, Kevin, 2 Ekelman, Cassandra, 82 Corney, Chelsea, 152 Deason, Rebecca G., 148 Domaracki, Sonya, 74, 108, 159 El-Ghoroury, Nabil Hassan, 121 Corriveau, Kathleen, 97, 160, 161 Deaton, Bonnie, 53 Donaldson, Jillian, 39 Elayouby, Karim S., 69 Corriveau, Kathleen H., 130 Deaton, Bonnie E, 89 Donelan, Jennifer, 93 Eliades, Christina, 152 Corry, Anna, 71 Debes, Samantha, 92 Donohue, Erin, 49 Elias, Merrill F., 41 Cortes, Millie Rincon, 143 Decker, Brittany, 136 Donovan, Gillian J., 16 Ellenberg, Stacy Renee, 86 Cosgrove, Lisa, 38 Decker, Jessica L., 76 Dorman, Katie, 132 Elling, Claire E., 4 Costanzo, Vienna, 97 DeCusati, Frank, 26, 42 Dorr, Nancy, 80, 92 Elliot, Tara L, 80 Couch, Matthew, 134 Deegan, Madison, 100 Dougherty, Amanda, 12 Elliott, Michael, 36 Couch, Sarah, 77 Deegan, Matthew, 19 Dougherty, Elizabeth, 80 Ellis, Amanda, 2 Coury, Mark J., 40 Degree, Bachelor's, 139 Dow, Emily, 112 Endres, Rachel, 22, 156 Cousineau, Kassandra A., 99 DeHart, Alana Michelle, 126 Dow, Emily A. A., 79, 84, 110 Engelberg, Jeremy, 80 Cowden, Thomas, 21 DeHart, Tracy, 58 Dowd, Sara, 55 Englander, Elizabeth, 70 Cox, Erin, 2 Deitrick, Skyler, 122 Downey, Christina A., 33 Engle-Friedman, Mindy, 94 Coyle, Melaney, 120 Delamater, Andrew, 15 Doyle, Savannah, 23 English, Chelsea, 75 Coyne, Lisa, 104, 126 Delamater, Andrew R, 110 Doyère, Valérie, 144 English, Melanie S., 73 Craig, Elizabeth M., 15 Delamater, Andrew R., 68, 69, 150 D hurv7 hqvpr, 70 Erb, Christopher D., 105 Craig, Francis W., 2 Dellatolas, Georges, 144 Dresler, Caitlin, 50 Erford, Matthew, 122 Cramer-Berness, Laura, 42 Delprino, Robert, 76 Drew, Ashley R., 32 Erickson, Kristen, 60 Crawley, Donna, 17, 19 DelVicario, Amanda, 129 Drexler, Thomas, 28 Escobar, Martha, 68, 69 Crawley, Edward J, 48 9rh@qh q&& Drinnon, Tiffany, 102 Escoto, John C. Norcross Crespi, Tony, 121 Dembiec, Brianna, 56 Droit-Volet, Sylvie, 144 Susan Kraus Whitbourne Crockett, Audrey, 77 Demers, Jennifer M., 25 Drout, Cheryl E., 59 Carlos A., 111 Cropsey, Allison, 134 Demers, Jennifer Maria, 25 Drucker, Philip M., 102, 157 Etaugh, Claire A., 147 Crosby-Currie, Catherine A., 129 DeMore, Jamie, 109 Druetto, Kaila Marie, 157 Evans, Arthur C., 117 Crossman, Angela M., 80 Demos, Alexander P., 49Denison- Dubow, Erica C., 76 Evans, Gary W., 49 Crump, Matthew, 143 Vesel, Kelsey May, 153Denmark, Duckering, Alyx M., 100 Everett, Jim A.C., 17 Crump, Matthew J. C., 47 Florence L., 15, 84DeNofio, Duell, Matthew, 90 Everett, Jim AC, 146 Cruz, Carla M., 74 Dominick, 136Denslinger, Dunaway, Elizabeth P., 68 Eyler, Rachel, 46 Cruz, Jayson, 61 Christina M., 55Denuzzio, Amy, 94 Dunbar, Tonya, 46 Faccidomo, Sara, 62 Cruz, John, 133 DeNuzzio, Amy, 42 Duncan, Charlotte A., 99 Fadden, Daniel L., 34 Cruz, Tiffany, 159 Denzel, Deborah D., 34 Duncan, Mary Katherine, 72, 73, Fagotti, Elizabeth M., 120 Cruz, Valezka L., 95 DeOliveira, Rita M., 115 74 Fairbank, Doreen, 92 Cuevas, Kimberly, 107 DePaul, Adam, 22 Duncan, Mary Katherine Waibel, Faires, Alyson, 142 Cugnini, Charlotte, 53 Deschene, Victoria, 134 71 Falco, David, 52 Culichia, Daniel, 70 Deschenes, Spencer, 44 Duncan, Shannon, 123 Fallahi, Carolyn, 27 Curtis, Debra, 16, 124 Despeaux, Katie Elizabeth, 75 Dunkelberger, Nicole, 3 Fallier, Chelsea, 47 Curtis, Nicholas, 73 Deutsch, Francine M., 154 Dunn, Courtney, 46 Fallon, Marianne, 11, 12, 14, 26, Cushman, Grace, 39 DeVoti, Colleen, 96 Dunn, Dana S., 30 81, 93, 120, 124, 126, 127, 131, Custer, Kristen, 18, 65 Diamond, Bruce J., 34 Dupuis, Amanda, 46 142 Cuthbert, Thomas E., 133 Diaz, Yaritza, 46 Durham, Jennifer, 9 Fandino, Jennifer, 72 D'Aquin, Katrina, 65 DiBiase, Haley, 51 Dwyer, Patrick, 65, 153 Fant, Kathryn, 24 D'Fazio, Jesse, 108 9vpxrDDD6i huh Dydyn, Katie, 82 Farfalla, Jessica, 33 D'Onofrio, Juliana Alessandra, 9 Dickstein, Daniel P., 39 Dye, Jillian K. R., 76 Farias, Miguel, 146 D., Ph., 35 DiClemente, Cara, 54DiDomenico, Earp, Brian, 146 Faringer, Briana, 56 Daly, Brian P., 53 Jaclyn, 135DiDonato, Theresa, Echeverry, Jessica, 35 Farjado, Peggy, 71 Daly, Maureen, 41 159DiGiuseppe, Raymond, 37 Ecklund-Flores, Lisa, 28 Farrington, Christopher, 141 Damari, Allegra, 56 DiLisi, Valeria, 152 Ed, M.S., 78 Faulmüller, Nadira, 17 Dandignac, Mitchell, 138 Dilla, Melissa, 21 Ed.D.,, 97, 160 Fee, Morgan, 10, 135 Daniels, Emily, 17 Dilliplane, Rachel, 61 Ed.M.,, 97 Feinberg, Joshua, 26 Daniels, Emily R., 17, 18 Dimaris, Stefanie, 37 Edewaard, Darlene, 57 Feinerer, Ingo, 142 Daniels, Shannon, 75, 95 DiMeglio, Samantha, 123 Edlund, John E., 90 Feiring, Candice, 2 Darosh, Angela G., 40 Dinero, Rachel, 5, 6, 37, 106, 134, Eduljee, Nina, 161 Feldman, Greg, 11 Dartmouth, University of -, 144 137, 155, 156 Eduljee, Nina B., 78 Feldman, Julia Lynn, 134 Dasch-Yee, Kimberly, 154 Dinero, Rachel E., 27, 91 Edwards, Charles, 115 Ferrari, Joseph R., 22, !"24, Davey, Christopher J., 98 Dingman, Kathryn Boger, 42 Edwards, Cynthia, 92 28,128, 129 David, Jennie, 8 Dion, Rachel, 19, 22 Edwards, Erica, 140 Ferri, Jamie, 40, 61, 62 Davidovich, Leah M., 92 Dipentima, Nicole L., 38 Edwards, Jason H., 77 Davis, Christopher, 112 DiPentima, Nicole L., 38 Edwards, Katie M., 25 Davis, Sinclair, 100 Disch, William, 99 Edwards, Natasha, 48 Index of Participants Davison, Alayna, 37 Doan, Stacey N., 49, 130 Egan, Chrys, 28 Dawood, Shariffa Sheik, 140 Dodson, Deanna L., 69 Egerton, Nichole, 104 Index
Ferris, Alicia, 94 Friedman, Ronald, 46 Gillespie-Lynch, & Kristen, 139 Griffith, Dr. James D., 25 Ferris, Kaitlyn A., 144 Friszell, Anthony, 4 Gillespie-Lynch, Kristen, 112 Grill, Jacques, 144 Fiandra, Keith, 48 Fritz, Miranda, 86 Gilman, Anne T, 55 Grimm, Lisa R., 47 Fifer, James E., 12 Fruchter, Yvette, 41, 118 Gilman, Anne T., 7 Grommet, Erich K., 144 Fikaris, Alyssa I., 69 Fruzzetti, Alan E., 41 Ginnetty, Paul, 155 Grose-Fifer, Jill, 112 Finger, Anna, 97 Fryer, James W., 27, 145 Giordano, Dr. Peter J., 124 Gross, Matthew, 63 Finke, Elizabeth, 2 Fuchs, Megan, 93 Giordano, Peter, 2 Groth, Miles, 29 Finkelstein, Katherine R., 140 Furman, Celina R., 76, 139, 140 Giri, Sagun, 101 Grundleger, Alexandra, 37 Finnegan, Julian R., 87, 88, 127 Félix, Eva Romera, 27 Giudicessi, Averi, 147 Guan, Shuyi, 117 Finnegan, Molly C., 154 Gadzichowski, K. Marinka, 85 Giuliano, Traci A., 3 Guerin, Tina, 27 Finney, Alexandra, 71 Gaer, Eleanor, 9 Gladden, Brittany D., 11 Gugino, Diana, 76 Fiorica, Mario, 126, 152 Gaertner, Sam, 19 Glasford, Demis E., 137 Guidotti, Thomas, 25 Firpo, Yudelki, 8 Gaestel, Jessica, 5 Glaski, Erika, 42 Guilbe, Leslie, 159 Fischer, Dean, 78 Gage, Meghan Leah, 88 Glynn, Kathryn A., 76 Gunnip, Shannon, 124 Fisher, Paige, 59 Gagliardi, Theresa, 119 Gockel, Christine, 109 Gupta, John Fraser & Rupu, 58 Fitzgerald, Vivian P, 97 Gagliardi, Theresa Anne, 100 Godbole, Moshumi, 79 Gureckis, Todd, 111 Flannery, Kathleen, 96 Gaither, Sarah E., 133 Godlewski, Natalie, 22 Gustafson, Robin, 139 FlaX, Shaun M., 64 Gallant, Brittany, 89 Goewey, Daniel, 156 Gutchess, Angela H., 148 Fleeger, Chelsea, 160 Gallant, Bryon Jason, 122 Goins, Corissa, 21 Gutierrez, Andres, 79 Fleming, Danielle, 135 Gallington, Deb A., 85 Gold, Joel A., 142 Gutowski, Ellen, 32 Flicker, Rachel M, 7 Gamber, Rhae Ana, 53 Goldberg, Mathew, 161 Gutowski, Ellie, 28 Flint, Robert W., 63, 64 Gambino, Bianca, 129 Golden, Sarahbeth, 104 Guzzardi, Jennifer, 75 Flood, Alison C., 120 Ganz, Debora, 33 Goldfield, Beverly Ann, 99 Guzzo, Gabriela, 27 florentino, raysa, 124 Garcia, Jadig, 104 Goldin-Meadow, Susan, 66 Ha, Nancy, 149 Flores, Catalina, 94 Garcia, Letecia M., 4 Goldmark, Julia, 35 Haack, Raymond, 160 Flores, Roseanne L., 79 Garcia, Nicole T., 64 Goldstein, Alison, 52 Hackett, Dr. Justin, 21 Florian, Jessica, 52, 65 Garcia, Reuben, 97 Goldstein, Hillary I., 84 Haddara, Nadia, 50 Florida, University of West, 30 Garinther, Alexander R, 133 Golin, Erica, 139 Haden, Sara, 32, 40 Florio, Jeannine, 103 Garner, Jenna, 123 Golini, Fred, 3 Haden, Sara Chiara, 37 Floro, Andrea, 13, 19 Garner, Joanna K., 51, 119 Golski, Stephanie, 158 Hadjstylianos, Erin, 98 Flynn, Nicola C, 108 Garramone, Sarah J., 24 Goltsberg, Sofia, 124 Hagemann, Lauren, 118 Foels, Rob, 23 Gary, Caitlyn, 78 Gomerez, Jeanny, 67 Hagen, Margaret Anne, 115 Fogel, Emily, 33 Gates, Victoria, 155 Goodchild, Emily, 74 Haggag, Dianna, 90 Fogelman, Nia, 40 Gaudiano, Brandon A., 86 Goodman-Wilson, Miranda, 104 Haggerty, Gregory, 37 Fogle, Robert, 140 Gefen, Dalia, 74 Goodwin, Amanda, 158 Hagmann, Carl Erick, 142 Foley, Joan, 158 Gelb, Amanda, 161 Gordon, Leamarie T., 49, 113 Haight, Reed, 82 Foley, Mary Ann, 49, 54 Gelety, Laura S., 21 Gorman, Ingmar, 117 Halfpenny, Carolyn, 24 Folsom, Scott, 5 Geller, Amanda, 2 Gottlieb, Rischa, 37 Hall, Anna M., 56 for, and ABD, 16 Gelo, Valerie, 4 Goubet, Nathalie, 51 hall, gregory, 73, 109 Ford, Jaclyn, 51 Gentilini, Lara, 149 Gouws, Dennis, 29 Haller, Leora, 8 Forero, Stephanie, 55 Gera, Deepak, 59 Gracie, Rener, 156 Halonen, Jane S., 30 Formozova, Anna, 14 Gerber, Jonathan, 84 Grady, Jackson, 2 Halpern, Leslie, 42 Foronda, Tatiana, 123 German, Myna, 66 Graham, Colleen, 3 Hamilton, Joanne Cohen, 128 Forti, Lucio, 118 Gershman, Samuel, 111 Graham, Deano, 119 Hamilton, Kristy, 161 Fortin, Jeff, 115 Geyer, and Jessica, 151 Graham, Franklyn J., 127 Hamilton, Maryelle, 95 Foster, Jacqueline, 64 Ghiraldi, Loraina L., 61 Grandel, Eileen, 136 Hamilton, Maryellen, 7, 8, 90 Fox, Amy, 137 Giacose, Alison, 5 Grano, Gabrielle, 9 Hanley, Kayla, 75 Fox, Jeremy K., 42 Giampietro, Morgan, 12 Grant, Corey, 124 Hanley, Kayla R., 95 Fraize, Natalie, 76 Gibson, Donald, 98 Grant, Geremy, 9 Hanley, Kayla Rose, 95 Franc, Nicholas, 119 Gibson, Jeremy M., 33 Grant, Jennifer M., 130 Hanrahan, Kelsey, 24 Frank, Lesley, 57 Gibson, Lindsey, 90 B hSpuryyr(# Hansen, Ian G., 11 Frankel, Arthur, 16, 124 Gielen, Uwe, 112 Greathouse, Catherine R., 69 Harbourne, Kira, 93 Frankland, Paul, 83 Gielen, Uwe P., 14 Green, Andrea Allyn, 73Green, Harders, Elizabeth, 40 Franklin, Nancy, 113 Giese, Matthew, 87 Christopher D., 142Green, Harding, Shannon M., 64 Franza, Nina, 155 Gift, Rebecca, 124 Rivka, 33 Hare, Brianna N., 51 Frazier, Kathryn, 100 Giguere, Beth, 19, 23 Green, Stefanie, 134Greenberg, Harnish, Richard J., 18 Frazier, Savannah, 40 Gil, Sandrine, 144 Michael, 37Greenberg, Michael Harper, William, 51 Freimuth, John W., 41 Gilborges, Lauren, 119 J., 16Greene, Nancy, 46, 55 Harrigan, William Joseph, 103 Freitas, Antonio Luis, 134 Giles, Nancy D., 71 Greenspan, Scott B., 38 Harrington, Nick, 95 French, Rhea, 63 Gill, Andrew, 55 Greenstein, Michael, 55, 56, 113 Harris, Angela, 132, 151 French, Rhea M., 64 Gill, Corey, 12 Greenwald, Anthony, 1 Harris, Jonathan D. Lane Fresco, Joseph M., 22 Gill, Lydia, 61 Greer, Hunter W., 73 Paul L., 114 Friedman, David B., 41 Gill, Meghan, 94 Gregg, Julie M., 43 Harris, Megan A., 56 Friedman, Leia, 57 Gill, Michael, 140 Greggs, Elizabeth Marie, 79 Hart, Krista, 120 Index
Hartl, Amy, 33 Hoeher, Angelika, 120 Imbert, Hazell, 95 Jorgensen, Alana, 47, 67, 82 Hartz, Ashley, 61 Hoffman, Ashley, 95 Ingate, Margaret, 8, 97 Josephs, Lawrence, 39 Harvey, Danyelle, 2 Hoffman, Erin, 3 Inhoff, Albrecht W., 43 Joy, Adam Michael, 34 Harwood, Elizabeth, 57 Hoffman, Erin E., 130 Ioannou, Constantine, 37 138 Hashmi, Mahum, 7 Hoffmann, Kimberly J., 18 Irwin, Clare W, 14 Juarez, Lilia, 106 Hasid, Veronic, 13 Hogan, Thomas P., 35, 92, 120 Isbell, Linda, 145 Jubilan, Boyce, 70 Hatfield, Derek, 38 Holahan, Caitlin, 73 Ishii, Keiko, 11 Juline,, 24 Hathcock, Stephanie, 119 Holland, Ebony M., 68 Islam, Sayeedul, 80 Kachinski, Vicky, 42 Hatty, Michaila, 141 Holland, Martianne, 152 Ismail, Rami, 27 Kachinski, Victoria Marie, 94 Hatzenbuehler, Mark L., 35 Holle, Christian, 123 Izzi, Stephanie, 62 Kaczmarczyk, Paulina, 144 Hauck, Christopher, 56 Holt, Laura, 12 Izzi, Stephanie A., 61 Kadilnikova, Olga, 114 Haugh, Jim A., 41 Honchar, Kaylin, 46, 151 Jablon, Ann D., 100 Kahane, Guy, 17, 146 Haughney, Sarah, 59 Hong, Fang, 49, 130 Jackson, Kamilah, 117 Kahn, Alison, 24 Haught, Catrinel, 50 Hong, Kimberly Eugean, 81 Jackson, Kelsey, 69 Kahn, Sharon, 33 Haupt, Rachel, 62, 91 Hood-Zeigler, A'Chane, 48 Jacobs, Elizabeth, 78, 135 Kaitz, Jenesse E., 38 Haviland-Jones, Jeannette, 8 Hoolihan, Caitlin, 123 Jacobs, Lacey Elizabeth, 56 Kalia, Vrinda, 49, 85 Hayes, Kayla, 68 Hoover, Jackie, 151 Jacobskind, Jason, 67 Kameneva, Galina, 114 Hayward, Devin, 152 Hopkins, Patricia, 137 Jacques, Allison, 158 Kaminskaya, Elina, 114 Heerboth, Melissa, 19, 22 Horensky, Jonathan, 109 Jaime, Torri Lyn, 5 Kaminski, Courtney, 94 Heimbach, Lindsey, 54 Horenstein, Arielle, 103 Jaiyeola, Allita, 94 Kane, Kelly, 102 Heinly, Matthew, 90 Horger, Melissa, 101 Jamieson, Randall K., 43 Kaniasty, Krys, 138 Heinzen, Thomas, 59, 148 Horton, Joseph, 13, 19, 23, 87, Janschewitz, Kristin, 54 Kao, Katie, 130, 161 Heinzen, Tom, 157 160 Jarosik, Stephanie, 4 Kaplan, Avi, 14, 119 Heller, Elizabeth, 52 Horvath, Hannah I., 64 Jarrett, Jennifer N, 158 Kaplan, Cynthia, 42 Heller, Lauren, 67 Horvitz, Jon, 60 Jarrett, Jennifer Nicole, 158 Kaplan, Danielle, 38 Hemmes, Nancy S., 144 Hospital, Massachusetts General, Jarupat, Jasmine, 2, 7 Kaplan, Jaime Faith, 20 Hengy, Selena, 17 31 Javid, Aisha, 55 Karakus, Melissa K., 13 Hengy, Selena M., 18 Houska, Jeremy Ashton, 18 Jay, Kristin, 93, 123 Karanian, Jessica M., 60 Hengy, Selena N., 17 Howard, Jessica, 99 Jayawickreme, Nuwan, 88 Karelitz, Joshua L., 18 Henkel, Kristen, 88, 147 Howard, Jessica L., 27, 36 Jefferson, Ashlie, 76 Karnedy, Colten, 9 Henkel, Kristin E., 126 Hoyos, Victoria De, 28 Jenkins, Brianne, 122 Karow, Melanie L., 63, 64 Henkel, Linda A., 46 Hrabovecky, Jeromy, 59 Jensen, Greg, 1, 111 Karpiak, Christie P., 6, 103, 155 Hennemann, Rebecca, 4 Hrobon, Julia, 160 Jeshmaridian, Samvel S., 14 Kashani, Leah, 8 Hennessy, Dr. Dwight, 156 Hrubes, Daniel, 137 Jimenez, Monica, 46 Kass, Marley D., 60 Henrie, James A., 144 Hsueh, Pai-Chen, 120 Joh, Amy S., 57 Kasselman, Lora, 72, 75, 79 Henriques, Gregg, 25, 66 Huang, Chinlan, 24 John, Ashley St., 105 Kassinger, Jenna K, 135 Henriques, Gregg R., 101 Hudock, Rebekah M., 97 Johnson, Ashley L., 118 Katz, Benjamin W., 53 Henriquez, Sherliz, 32 Hudson, Brianne, 5 Johnson, Camille, 31 Katz, Steven, 141 Henry, Alyssa, 98 hughes, alva, 121 Johnson, Elizabeth, 54 Kaufman, Judith, 100 Herbert, Krista, 42 Hughes, Alva, 90 Johnson, Emily, 35 Kay, Sophie, 47, 67 Hering, Jessica R., 53 Hughes, Erin, 22 Johnson, Farah, 81 Kazmerski, Victoria, 140 Herrmann, Patricia, 136 Hughes, Sarah, 95 Johnson, Jennifer, 73 Kearsley, Stephanie, 96 Herselman, Jordan R., 3 Hughes, Susan M., 89 Johnson, Jennifer A, 46, & 72 Keating, Callie, 56 Hester, Kristin, 152 Hughson, Salihah, 78 Johnson, Jennifer Adrienne, Keating, Margaret, 93 Hetrick, Brynna, 47 Huguenin, Nancy H., 98 72,&" Keeley, Haley M., 153 Hettrich, Emma, 106 Hui, Cora, 110 Johnson, Kereese, 71 Keeley, Jared, 42 Heuer, Larry, 81 Hull, Debra, 17, 18, 133 Johnson, Rebecca, 56, 65 Keith, Kenneth, 149 Hickey, Douglas, 33 Hull, John, 133 Johnson, Rebecca L., 56 Kelley, Donovan, 16 Hickey, Margot E, 100 Hull, John H., 18, 21 Johnson, Ryan, 106 Kelly, Thomas P, 133 Hidalgo, Gabriela M., 68 Hull, Thomas C., 16 Johnson, Sarah M., 3 Kemper, Nathan, 55 Hidasey, Randi, 10, 135 CrDDDXryyvtE % & Johnson, Savannah, 8 Kendzierski, Deborah, 80 Higgins-D’Alessandro, Ann, 147 Humphrey, Meagan, 5 Johnston, Brian M., 137 Kennedy, Jamieson, 101 Hill, Chris, 136 Hunt, Olivia, 7 Johnston, Gabriel A., 141 Kennedy, Patrick, 160 Hill, Christopher, 101 Hunter, Amy, 58 Johnston, Sawu, 19 Kenney, Melissa, 82 Hill, Christopher B., 34 Hunter, Amy Silvestri, 59, 64, 125 Johnston-Brown, Lindsey, 15 Kensinger, Elizabeth, 51 Hilton, Shelby, 45 Hunter, Bronwyn, 130 Jonas,, 50 Kensinger, Elizabeth A., 50 Hintz, Gwendolyn, 3 Hunter, Deirtra, 126 Jones, Antario J., 7 Kerr, Hailee S., 90 Ho, Scarlett Siu Man, 40 Hutchins, Benjamin, 141 Jones, Sabrina, 86 Kerwin, Jessica, 135 Hoadley, Ariel, 35 Hutz, E., 81 Jordan, Kara, 102 Kessler, Christofer Michael, 74 Hock, Stephanie, 48 Hutzler, Kevin T., 3 Jordan, Rebecca, 66 Khalsa, Siri Kirin, 62 Hodge, Clyde W, 62 Iacino, Kimberly A., 14 Kharratzadeh, Milad, 111
Iagrossi, Jessica, 125 Kidd, Julie K., 85 Index of Participants iagrossi, jessica, 125 Index
Kieffer, Virginie, 144 K Uur M., 42 Leone, Melissa, 3 Ltd., New Knowledge Kievit, Mackenzie, 95 L.Matlin, Samantha, 130 Lepley, Brittney, 54 Organization, 58 Kilb, Dr. Angela, 158 Labi, Anaelle, 106 Leppert, Zach, 87 Ludecke, Rebecca I., 91 Kilbourn, Meghan, 4 Labi, Anaelle S., 107 Leppert, Zachary E., 2 Ludvig, Elliot, 54 Kilic, Ozkan, 55 Lachance, Kathryn, 47 Lesinski, Lea, 157 Lukasiak, Stephanie, 19 Kilimnik, Zélia Miranda, 65 Lachance, Kathyrn, 69 Leslie, Christie, 140 Luke, Lisa Lili, 10 Kim, Hannah, 81 Ladage, Jessica E., 160 Leszczynski, Jennifer, 101 Luke, Taylor, 100 Kim, Kerri L., 39 LaDow, Aarika, 4 Leven, Eva S., 35 Luken, Eleanor, 79 Kim, Kisok, 101 Lafko, Nicole, 143 Levenson, Lisa, 81 Lum, Heather, 56 Kim, Nancy, 85, 113 Laguna, Louis, 12 Leventhal, Gloria, 57 Luna, Tania, 8 Kim, Se-Kang, 21 Lahham, Daniel E., 142 Levesque, Maurice J., 161 Lundquist, Arlene R., 24 Kim, SungHun, 45 Laliberty, Kelly, 155 Levin, Amanda-Megan, 135 Lunenfeld, Alex, 47 Kimber, Jessica M., 91 Lam, Stephanie Christina, 64 Levine, Max E., 86 Luo, Shanhong, 139, 140 Kinder, Alexandria, 104 Lambert, Melissa Leigh, 50 Leviness, Jessica, 76 Luongo, Kristen, 47 King, Heather E., 64 Lamoureux, Jeffrey A., 48, 68 Levis, Maxwell, 8 Lupkin, Shira M., 81 King, Juliann I., 74 Lancaster, Jennifer, 38 Levitan, Lindsey, 58 Lusk, Joanna, 9, 126 King, Marlinda, 11 Landgraff, Carly, 107 Levitsky, Naomi, 71 Lynch, Lori, 27 Kirby, K. C., 81 Lane, Amanda, 11 Lewandowski, Gary, !!84 "' Lynn, Courtney, 76, 100 Kirshenbaum, Ari, 62, 63 Lane, Kiana, 89 Lewandowski, Gary W., 22 Lyons, Susan Krauss Whitbourne Kist, Jordan, 123 Lang, Nancy, 8 Lewis, Barbara A., 122, 123 and Ashley, 84 Kitchens, Michael, 132, 140 Langaigne, Sharelle, 104 Lewis, Emily, 48 Mabie, Brittany, 91 Kitchens, Michael B., 132 Langston, Rosamund, 83 Lewis, J. Taylor, 18 MacAllister, Caitlin, 41 Klakotskaia, Diana, 69 Lanson, Robert N., 69 Lewis, Scott B., 76 MacArthur, John Robert, 139 Klapatch, Lukas, 138 Lantzy, Ryan, 156 Li, Ping, 48 Maccarone, Julianna, 28 Klausman, Austin J., 97 Lao, Joseph, 157 li, xian, 117 MacDonald, Marian L., 34 Klein, Christopher, 155 Laplante, Justin Paul, 101 li, Xian, 117 MacFarland, Taylor, 91 Klotz, ML, 139 Lapoint, Samuel O., 24 Ligato, Joe, 8, 108 MacNamee, Katherine, 52 Kluisza, Luke, 6 Lapp, Carly R., 152 Ligato, Joseph, 74, 159 Madan, Christopher, 54 Knack, Jennifer, 158 Lapriore, Gina, 22 Limauro, Amanda, 82 Maddox, Keith B., 141 Knack, Jennifer M., 139 Lara, Amanda, 2, 19 Lin, Darren, 94 Madey, Scott, 91 Knickerbocker, Hugh, 56 Larkin, Judith, 73 Lin, Linda, 26, 42, 94, 95 Madjar, Nir, 13 Knight, Raymond A., 127, 128 Larkin, Judith E., 120 Lin, Muyu, 138 Madyun, Zubayduh, 128 Kobek-Pezzarossi, Caroline, 128 Laudet, A., 81 Lin, Yicheng, 24 Magin, Rachel, 32 Kochen, William, 67 Lauren,, 26 Linda, Wendy P., 16 Magou1, Stephanie, 34 Koestler, Aric, 7 Laux, Katelyn A., 54 Linsenbigler, Melissa, 16 Mahon, Mary, 120 Kohler, Sarah, 33 Lavender-Stott, Erin, 140 Lipsco, Kyra, 9 Mahoney, Melissa, 33 Kohlert, Jess, 132 Lavender-Stott, Erin S., 139 Little, Kenisha, 17 Maier, Markus, 113 Koller, Krysteena, 69 Lavenex, Pamela Banta, 83 Littlefield, Lauren, 53, 74, 75, 76, Mair, Ben, 25 Kolz, Arno R., 71 Lavenex, Pierre, 83 87, 88, 129 Mair, Tanisha T.M., 130 Korneev, Aleksei, 102 Lawrence, Elijah, 152 Liu, Anli, 76 Major, Gina Marie, 118 Koskulics, Lisa, 87 Lawrence, Elijah Ross, 126 Liu, Suyi, 32 Malik, Eman, 93 Kotrady, Patricia, 139 Lawrence, Kirk, 4, 97 Lloyd, Marianne, 51 Malley-Morrison, Kathie, 28, 118 Kotrick, Sara, 135 Lawrie, Jessica A., 18 Lloyd, Marianne E., 113 Malley-Morrison, Kathleen, 27, 32 Koval, Samuel R, 117 Laws, Valerie L., 136 Lloyd-Richardson, Elizabeth E., 36 Malloy, Nicholas, 47 Kowalski, Evan, 158 Lawver, Megan Ashley, 91 Loatman, Philip, 67 Malloy, Thomas, 26 Kowalski, Nicole, 22 Layton, Rebekah L., 20 Lobel, Marci, 35 Malloy, Thomas E., 58, 141 Kozlowski, Christine, 128, 129 Lazor, Lynne Ashley, 20, 116 LoCascio, Jordan, 157 Malloy-Diniz, Leandro, 50 Kreft, Katherine, 2 Lea, Stephen E. G., 68 LoCicero, Alice, 38 Maloney, Paige, 25 Kreiger, Tyson C., 34 Leaman, Amanda Rose, 74 Loewenstern, Joshua, 60 Malt, Barbara, 48 Krieger, William E., 92 Learmonth, Amy, 5 Lofaro, Nicole, 157 Malul, Yael, 64 Kristiansen, Annika Rachel, 154 Learmonth, Amy E., 13, 54, 95, 96 Long, Anson, 141 Mammola, Kasey Elaine, 96 Krstic, Sonja, 127 Lebkuecher, Amy, 48 Long, Anson E., 141 Manley, Kristyna, 85 Kruegel, Danielle, 4 Lee, Jason, 115, 116 Long, Gerald M., 50 Mannes, Suzanne, 115 Krych-Appelbaum, Meredyth, 55 Lee, Ji Eun, 117 Long, Megan, 56 Mansbach, Jessica, 14 Kuehne, Stephanie, 120, 121 Lee, JiEun, 117 Lopez, Angelica M., 49 Manza, Dr. Lou, 46 Kuehne, Stephanie M., 50 Lee, Meeyeon, 148 Lopez, Jessica, 80 Manza, Lou, 47, 151 Kuhney, Franchesca, 53 Lee, Shayna Fox, 148 Lorek, Emily, 155 Manzi, Alberto, 143 Kulakowski, Karen, 12 Lefebvre, Emily J., 24 Lorenz, Hjordis, 53 Marcantonio, Tiffany, 19, 45, 67, Kulman, Randy, 69 Leibel, Daniel, 19 Loschaivo, Melissa, 123 110 Kunyz, Nicholas Paul, 47 Leichtman, Michelle, 102 Losonczy-Marshall, Marta, 96 Marchetto, Jonathan Dior, 47 Kunz, Andrea, 50 Lemasters, Lucas, 153 LoTemplio, Sara, 53 Marchwinski, Breana, 68 Kurasaki, Robyn E, 130 Lemasters, Lucas Warner, 52 Loveland, Jennifer, 37, 80 Marcoux, Jessica, 9 Kurasaki, Robyn E., 106 Lemmo, Maria R., 78 Lovett, Benjamin J., 73 Marino, Stephanie, 46 Kurkul, Katelyn, 160 Leone, Janel M., 146 Lowe, Christine E., 55 Marioles, Emma, 156 Index
Markey, Charlotte N., 90 McKain, Kayla, 12, 46 Mills, Jennifer L., 25 Nassar, Maha, 157 Markham, Amber, 88 McKain, Kayla Jo, 151 Mills, Kelsey Lauren, 150 Nasser, Helen M., 69 Markunas, Susan J., 22 McKeon, Joanne I., 153 Min, Grace, 97, 130, 161 Nasser, Helen Marie, 150 Marmurek, Harvey, 48 McKillop, Kevin J., 141 Minguez, Johnny Michaelangelo, Naumann, Ryan, 18 Marquez, Carlos, 41 McLaren, Ian P. L., 68 97 Nave, Christopher, 90 Marro, Dean, 76, 88 McLaughlin, Alexandria, 5 Miranda, Karen A., 23 Nazareth, Alina, 106, 107 Marsh, Gabriella, 24 McLaughlin, Kelsey, 7 Mirkin, Marsha, 89 Neblock, Daniel, 46, 79 Marsh, Kerry, 49 McLean, Julia, 17 Miskiel, Elizabeth, 76, 152 Nedjadrasul, Daniel, 83 Marshall, Peter J., 32 McLean, Julia L., 17, 18 Mitchell, Cary L., 34 Nehrig, Nicole, 40 Martin, Daniela, 137 McMahon, Nicholas, 31 Mitchell, Evelyn, 20 Nelson, James Byron, 68 Martin, Julia, 42 McNamara, Bridget, 146 Mitchell, Julie, 38 Nestor, Paul G., 9 Martinez, Marlene, 109 McNeal, Lauren, 71 Mitchell, Kevonte M., 47 Newberry, Kimberly M., 46 Martinez, Nancy Beatrice, 149 McSorley, Braley, 135 Mitchell, Matthew J., 36 Newburg, Cheryl, 119 Martins, Henrique Cordeiro, 65 McWhinnie, Chad, 42 Moen, Katherine, 57, 113, 125 Newell, Dominick, 9 Martins, Isabella Pereira, 118 Mealy, Marisa, 26, 93 Moher, Jeff, 105 Newman, James, 33 Martins, Mariana, 113 Mehra, Ashwin, 37 Mokarin, Gabriela Brasil, 118 Newman, Joan, 117 Martz, Briana, 135 Mehta, Clare M., 39 Molina, Margarett, 139 Newman, Leonard S., 31 Marziliano, Allison, 147 Mehta, Dhagash, 64 Monck, Ashley, 104 Newton, Emily K., 102, 104 Mason, Dr. Susan, 20 Meier, Christina, 68 Monteiro, Christopher, 12 Ngo, Chi Thao, 84 Mason, Susan E, 96, 100 Meldrum, Helen, 73 Monteiro, Kristina A., 36 Nicholson, Nicole, 62 Mason, Susan E., 16, 120 Melillo, Sal, 141 Montepare, Joann, 98 Nicolette, Stephanie, 155 Massioui, Nicole El, 144 Meltzoff, Andrew N., 57 Moody, Olivia, 55 Nicoloro, Jennifer, 35 Mastro, Christa, 16 Menk, Benjamin, 12 Mooney, Kailyn, 136 Niculescu, Michelle, 140 Matteo, Elizabeth, 146 Mentzer, Amanda, 69 Moore, Roland S., 129 niebauer, chris, 51 Matveeva, Ekaterina, 102 Mercurio, Andrea E., 6 Moore, Sierra, 52, 65 Niebauer, Dr. Chris, 47 Maurer, Emilie Jean, 122 Mergogey, Thomas, 25 Moore, Sierra Nicole, 34 Nier, Jason A., 31 Maust, Nathan, 120 Merker, Amelia, 137 Morales, Michelle, 139 Niezrecki, Rachel, 53 Mavis, Cameron, 102 Merlin, Dominique, 94 Moran, Kaitlin, 141 Nikulina, Valentina, 96 May, Ashley J., 17 Meteyer, Karen, 44, 124 Moran, Mary Kathleen, 122 Nisonger, Amy, 61, 87 Mayo, Anna, 141 Metzger, Aaron, 144 Morgan, G. Scott, 90 Noble, Lindsey J., 64 Mazur, James E., 124 Meunier, Josh, 156 Morgan, Kelsi, 9, 27, 82 Nolan, Jessica M., 79 McAllister, Alicia, 140 Meunier, Lynly, 102 Morgan, Stefanie, 138 Nolan, Susan, 84 McArthur, Kayla, 138 Meyler, Shanique, 53 Morgen, Keith, 86, 151, 153, 154 Nolan, Susan A., 84 McBride, Christine, 100 Mezias, Chris, 1 Moriarity, Daniel, 73 Nolasco-Sandino, Jessie, 91 McBride, Christine A, 76 Micek, Anna, 96 Morimoto, & Vicki, 145 Norcross, John C., 151 McCabe, Eleanor Angela, 10 Miceli, Matt, 41 Morling, Beth, 11 Nordstrom, Alicia H., 89 McCabe, Elizabeth R., 35 Michaels, Landon, 136 Mosher, Mya, 63, 64 Norvilitis, Jill, 11 McCabe, Katelyn, 99 Michaud, Robert, 78, 161 HxvpurhTryhh # Norvilitis, Jill M, 34 McCague, Katie, 6 Michelena, Eric, 71 Mossler, Dan, 98 Nosek, Brian, 30 McCall, Daniel D., 51 Michida, Tamires, 80 Moulden, William, 3 Novikov, Alexey, 14 McCartney, Jason, 104 Miczek, Klaus, 115, 116 Moyer, Anne, 147 Novikova, Irina, 14, 114 McCauley, Michelle, 27, 58, 82 MIELE, JOSEPH L, 70 Moylan, Christopher, 76 Novotny, Elizabeth, 124 McCauley, Michelle R., 9 Migliaccio, Leslie, 140 Moynihan, Mary M., 25 Nowalis, Sarah I, 89 McClellan, Kinberly, 3 Mignone, Joseph D., 120 MPhil,, 41, 125 Nowalski, Lauren, 54 McClure, M. Joy, 137 Miguez, Gonzalo, 113, 150 Mucci, Michael J., 20 Nye, Heather, 12 McClure, Margaret, 159 Mikula, Malgosia, 138 Mueller-Alcazar, Anett, 40, 62 O'Brien, Deborah Harris, 30, 128 McCluskey, David Lee, 42 Milan, Stephanie, 39 Mullennix, John Wesley, 47 O'Bryon, Elisabeth, 74 McComas, Megan, 102 Milburn, Michael, 12 muller, mirabella, 64 O'Connor, Maureen, 112 McConnell, Margaret, 51 Miller, Ashley, 57 Mulligan, Caitlin, 155Multhaup, O'Connor, Susan Nolan; Maureen, McCormick, Mercedes A., 149 Miller, Christopher, 76 Kristi, 50 112 McCoy, Meghan, 70 Miller, Earl K., 30, 85 Muniak, Andrea, 2 O'Connor-Hoover, Harrison, 126, McDermott, Paul A., 36 Miller, Ivan W., 87 Murah, Jessica, 126 152 McDyre, Stag, 135 Miller, James, 49 Muraven, Mark, 20 O'Donnell, Kerry A., 126 McGann, John P., 60 Miller, Jonas G, 108 Murphy, Shane, 156 O'Dwyer, Laura, 14 McGarrity, Jessica, 158 Miller, Jourdan E., 155 Murphy, Tia, 20, 151 O'Hara, Kayleigh T., 23 McGarrity, Jessica M., 158 Miller, Jourdan Elyse, 156 Murray, Cara, 76 O'Hearn, Catherine Elizabeth, 134 McGee, John R., 126 Miller, Julia, 77 Murray, Molly P, 120 O'Herien, Nicole, 106 McGee, Megan, 126 Miller, Lynai, 21 Murray-Close, Dianna, 143 O'Loughlin, Ryan, 71 McGoey, Lynn, 72 Miller, Patrice Marie, 105, 108 Murtagh, Erin F., 38 O'Loughlin, Ryan E., 27, 145 McGrath, Robert, 13, 33 Miller, Ralph R., 83, 113, 150 Murtagh, Michael P., 50 O'Neill, Sarah Jean, 18, 151 McGrath, Robert E., 16, 37 Miller, Wendy, 126, 152 Murzakanova, Asiyat, 114 O'Quin, Karen, 119 McIntyre, Holly, 139 Milligan, Fallon, 32 Musum, Jaclyn M., 92 Oates, Joyce Marie, 47 Index of Participants McKain, Devon, 12 Milligan, Katelyn, 57 Nadler, Natasha, 15 Obbo, Obella, 152 McKain, Devon Nicole, 151 Millington, Megan, 33 Napier, Bethany, 77 Obeid, Rita, 112 Nascimento, Michael, 19 Index
Obenauer, Ethan, 90 Patel, Puja, 6 Pistolas, Cathlyn, 124 Raghavan, Chitra, 37, 80 Ochakovskaya, Yuliya, 144 Patrick, Julie Hicks, 144 Pitts, Virginia, 75, &&109 Raghubeer, Krishana, 89 Oesterle, Daniel, 35 Patruno, Anna, 60 Platania, Judith, 58, 70, 115 Raiff, Bethany, 32 Olds, Kathryn C., 61 Pattanaik, Sansthita, 97 Plattsburgh, State University of Rainey, Crystal, 50, 120, 121 Oldstone-Moore, Jennifer, 143 Patterson, Marcus, 12 New York at, 58 Rairdon, Alexus Marie, 17 Olena, Kelly, 90 Patterson, Melissa, 74 Plummer, Bridgette, 80 Rajan, Vinaya, 107 Olia, Keeyon, 104 Patterson, Melissa R., 159 Polack, Cody W., 83, 113 Ramanayake, Natasha P., 35, 41 Oliva, Sebastian, 19 Paula, Jardim de, 50 Pollins, Bethany, 71 Ramdass, Darshanand, 72 Oliveira, Justina, 16 Pavis, Catherine, 135 POLTORAK, ANNIA, 42 Ramge, Carly, 92 Oliveira, Luiz Cláudio Vieira de, 65 Pavon, Karen, 19 Ponnock, Annette R., 14 Ramirez, Katherine, 55 Oliver, Merrin, 54 Pearl, Amy, 46 Pontis, Jessica L., 17 Ramos, Marcela, 106, 107 Oliveri, Jessica, 151 Pedlow, C. Teal, 36, 40 Popoteur, Maria, 131, 160 Rao, Nyapati, 37 Olkhov, Yevgeniy M., 17 Peeks, Donte, 78 Popsie, Courtney, 158 Raphail, Ann-Marie, 65 Olsen, Svea, 104 Peisch, Virginia, 104 Portello, Michael A., 151, 152 Rapoza, Kimberly, 28 Olson, Brian P, 63 Pekker, Alexander, 108 Porter, Bryan E., 160 Rashid, Sayeeda, 154 Onyper, Serge V., 61 Pelliccione, Alex, 149 Posid, Tasha, 96 Raskas, Jonah, 8 Orchowski, Lindsay M., 35 Pelton, Matthew Robert, 137 Posid, Tasha Irene, 107 Rasmussen, Eileen C., 9 Orejudos, Irene M., 74 Pena, Luis, 10 Pottackal, Joseph, 60 Raudenbush, Bryan, 34, 52, 65, Organ, Kelsey, 12 Pena-Shaff, Judith, 103 Powers, Alice S., 67 98, 153 Ornan, Amiran, 13 Penna, Holly, 88 Powers, Jennifer, 71 Raver, Cybele, 107 Orr, Patrick T., 55 Pennsylvania, City of Philadelphia Powers, Kasey, 112 Raycha, Shruti J., 54 Ortega-Ruíz, Rosario, 27 and University of, 117 Poyrazli, Senel, 66 Raymond, Jeannette, 48 Ortolani, Victoria, 119 Pepperberg, Irene M., 113 Preciado, Robert, 95 Reale, Alex, 81 Osberg, Timothy M., 3, 4, 88, 152, Pereira-Pasarin, Luciane, 51 Preziosi, Melissa, 52 Reano, Cory, 118 153 Pergolizzi, Denise, 125 Prida, Jonas, 82 Reddington, CJ, 21 Osborn, Ethan, 74 Perkins, Emily, 105 Prodani, Aisha, 119 Redziniak, Kamila, 52 Osborn, Sandra, 79 Permzadian, Vahe, 80 progress, in, 22 Reeder, Patricia A., 52 Osterlind, Amanda R, 154 Perry, Gregory, 10, 135 Prohaska, Vincent, 131, 160 Sruvrvpu6yrh' Ostroot, Joanna, 134 Perry, Rosemarie, 143 Prokhovnik, Alla, 110 Rehr, Victoria, 55 Ouellette, Nicole, 14 Perry-Crawford, Robert, 26, 93 Provasi, Joëlle, 144 Reich, Warren, 20, 80, 124 Ouellette, Nicole A., 151 Perry-Jenkins, Maureen, 125 Provenza, Valerie Ann, 152 Reich, Warren A., 145 Ouellette, Nicole L, 152 Pesavento, Kristen E., 124 Pruden, Shannon M., 106 Reid, Grant T, 62 Ozog, Veronica Anna, 138 Peterkin, Aethlyn, 76 Pruett, Erin, 151 Reid, Griffin, 2 Ozuna, Stephanie, 55 Peters, Kelsey, 50 Pryiomka, Karyna, 112 Reid, Howard M., 119 O’Brien, Sarah E., 85 Peterson, Julie Longua, 17, 18, 58 Psychology,, 41, 52, 83 Reilly, Liam, 40 Paddock, Ashley, 96 Peterson, Mark P., 7 psychology,, 54 Reinking, Kenlee R., 33 Padilla, Princess S., 54 Peterson, Shelby E., 17 Psychology, -, 130 Reiss, Diana, 113 Padukkavidana, Madhavi, 40 Petit, Christine, 2 Psychology, - Experimental, 47 Reitmeyer, Rebecca, 129 Pagliarello, Daniel, 131 Petracca, Leah C., 39 Psychology, Clinical, 36 Remedios, Jessica, 133 Paige-Jeffers, Elsbeth, 142 Petro, Shelby, 31 Psychology, in, 26, 77, 80, 128 Remick, Mary Christine, 103 Palasi, Daphne, 55 Petrovich, Gorica D., 125 Psychology, in I/O, 77 Renick, Lauri, 72 Palencia, Jewellianna, 102 Pettinato, Christine A., 99 Psychology, in Social, 145PsyD.,, Reppucci, Christina J., 125 Palermo, Jenna, 11 Pettit, Michael, 147 78 Reyes, Arlene, 12 Palmer, Stephen D., 91 Peynircio?lu, Zehra F., 50 Pucella, Tanya Judd, 155Pulice, Reyes, Jyrone, 3 Palmisano, Alexandra N, 53 Peynircioglu, Zehra, 47, 52 Richard, 80 Rhoad, Anna M., 36 Panero, Maria Eugenia, 136 Ph.D/L.Pharm,, 65 Pyyr, Robert W, 22!" Rhodes, Madeline E., 154 Panetta, George, 157 Philadelphia, City of, 117 Pulsifer, Margaret, 30, 31Pupko, Rhodes, Molly, 88, 152 Pantlin, Lara, 92 Philbert, Vanessa, 75 Lauren Rose, 89 Richards, Jeremy, 147 Parbhakar, Meera, 147 Philbert, Vanessa E, 75 Puzia, Megan E., 39 Richardson, Andrew Michael, 108 Pardee, Jaclyn J., 103 Philip, Alicia, 152 Puzino, Kristina M., 86 Richardson, Rachel, 69 Parekh, Ranna, 42 Philipson, Rachel H., 6 Pyburn, Kelly, 72 Paris-Santana, Joshua E., 95 Phillips, Amy E., 105 Qadri, Robert Cook & Muhammad Richeda, Benjamin, 105 Parisi, Elizabeth, 20 Phillips, Emily C., 122 A. J., 113 Richmond, Katherine, 140 Park, Anne, 149 Phillips, Jessie, 62, 63 Qian, Cheng, 73, 117 Rick, Francis, 22 Park, Sungouk, 7, 55 Phillips, Jessie L., 63 Qian, Mingyi, 138 Rilee, Jessica, 35 Parks, Angel, 63 Phillips, Lindsay, 71 Quiles, Jonathan, 49 Riley, Anthony L., 64 Parks, Angelique, 62 Phillips, Lindsay A., 12, 119 Quinn, Elizabeth, 75 Ring, Ashley, 102, 127 Parnell, Diana, 28 Phillips, Suzanne M., 129 Quinn, Rebecca, 155 Rippy, Heather, 160 Parsons, Kory David, 27 Picard-Fritsche, Sarah, 80 Quintanilla, Maci, 121 Rippy, Heather R., 160 Parti, Katalin, 70 Pietrowski, Ashley, 99 Rabinowitz, Karina, 87 Rivardo, Mark G., 55 Paser, Kayla, 157 Pigott, Kelly, 89 Rader, Nancy, 56 Rivera, Carlos E., 126 Pasnak, Robert, 85 Pines, Harvey, 73, 120 Rader, Nancy de Villiers, 85 Rivera, Darren Scott, 6 Pasquariello, Kyle, 139 Pinker, Steven, 66 Rivera, Luis M., 136 Patel, Kishi, 59 Pinkerton, Amy, 65 Rivers, Susan, 74, 104 Rizzella, Michelle L., 51 Rizzo, Mary, 128 Index
Rizzo, Mary F., 129 Rybaltowski, Sarah, 23 Schurtz, D. Ryan, 12, 98 Short, Emily, 33 Roath, Brooke T., 87, 88 Ryckman, Richard M., 142 Schwab, Marie, 96 Shreves, Alexandra, 99 Robbins, Maija, 142 Saccoccio, Michael, 26 Schwartz, Anna, 112 Shrum, Blaine, 74, 159 Robbins, Michael A., 41 Saccocio, Michael, 26 Schwartz, Barry, 20 Shrum, Blaine Michael, 8 Roberts, Andrew Scott, 148 Sajin, Stanislav, 43 Schwartz, Jonathan, 90 Shuckhart, Amanda, 72 Roberts, Jillian, 93 Salas, Rafael, 11 Schwartz, Kaitlin, 41 Shukla, Mohinish, 9 Roberts, John E, 36 Saldanha, Stephen Francis, 153 Schwartz, Samuel, 134 Shurupov, Elena Belovol Roberts, Shaquille, 23 Salerno, Christina, 81 Science, Bachelor of, 75 Vladimir, 114 Robertson, Carrie A., 127 Salomäki, Susanna, 144 Scioli, Anthony, 5, 86 Siefert, Caleb J., 37 Robertson, Jillian, 94 Salvador, Melina, 77 Scott, Dylan Joseph, 160 Siemen, James R., 35 Robeson, Lindsay, 20 Samar, Stephanie, 106, 130 Scott, Emma, 27 Siemen, Jim, 2, 3, 152 Robeson, Lindsay L., 3 Samide, Rosalie, 135 Scott-Jones, Gwendolyn N., 78 Siemsen, Courtney, 147 Robinson, Emily, 65 Samkavitz, Anna, 118 Seacat, Jason, 129 Sienkiewicz, Heather, 15, 43, 67, Robinson-Drummer, Patrese A., Samper, Jamielyn, 132 Seacat, Jason D., 91 121, 144 64 Samstag, Lisa Wallner, 41 Sechrist, Gretchen, 135 Siffin, Karly, 140 Robles, Amanda, 130 Samuel, Allison, 64 Seckel-Cerrotti, Jesse, 82, 123 Sigal, Janet A., 44, 84, 110 Rodenbaugh, Nicole, 12 Shry@vy, 76 Sedo, Manuel A, 50 Sikorski, Jason F., 27, 36, 37, 81, Rodolico, John, 42 Samuels, William Ellery, 146 Seeley, Stephanie C., 7 87, 88, 127, 151, 152, 155 Rodriguez, Ashlee, 12 Sanders, Emily K., 155 Segool, Natasha, 82 TvyyrvE 6q r $( Rodriguez, Gena, 10 Sangiorgio, Celeste, 145 Segool, Natasha K., 40, 123 Silton, Nava R., 94 Rogers, William, 77 Santee, Angela, 9, 27, 82 Sehayik, Talia, 81 Silva, David Gonzalez, 47 Roig, Olivia S, 155 Santiago, Alison, 123 Seibert, Ashley, 104 Silva, Nicole M., 144 Rollison, Sarah, 59 Santiago, Jonathan David, 139 Seibert, Daniel, 154 Silver, Rae, 1 Rolon, Vania I., 24 Santos, Melissa, 53 Seidman, Gwendolyn, 88 Silveri, Marisa M., 42 Romey, Nicole, 78 Santos, Stacey Delos, 95 Seidman, Larry J., 109, 110 Simms, Lea, 139 SvyyhE 9hvq7&! Sapigao, Rosemarie G., 144 Sekiguchi, Reina, 81 Simon, Andrew F., 84 Ronco, Rebecca, 151 Sargent, Rikki, 104 Sena, Ammy Esther, 104 Simons, Daniel J., 125 Sarro, Emma C, 32 Rooney, Megan A., 146 Senko, Corwin, 77, 101 Simpson, Eleanor, 1, 60 Sasaki, Yuriko, 117 Rosa, Nicole M., 148 Senko, Kimberly, 149 Sims, Keith, 71 Sasson, Arielle, 60 Rosa-Aviles, Bianca, 8 Senland, Amie, 147 Sinisi, Brandon, 122 Sauer, Robert Alexander, 69 Rosati, Alexandra G., 113 Sepulveda, Carolyn, 137 Sinnott, Jan, 45 Saunders, Benjamin, 33 Rose, Zach, 36 Services, Department of Skala, Jim, 9 Savage, Shasta, 136 Roseman, Ira J., 141 Behavioral Health and Intellectual Skala, Noemi, 97, 161 Saveri, Larissa, 55 Rosen, Lindsay, 7 disability, 117 Skarr, Jordan, 28 Savulescu, Julian, 17, 146 Rosenbaum, Gail M, 49 Sessa, Maureen, 71 Skelton, James, 139 Rosenbaum, Gail M., 143 Scalice, Stephanie M., 105, 146 Sessions, Brent, 138 Skierkowski, Dorothy, 69, 107 Rosengart, Carrie R., 158 Schachtman, Todd R, 69 Sewack, Christine, 113 Skolnick, Alexander J., 105 Rosenthal, Lori, 89 Schanbacher, Lisa, 119 Shane-Simpson, Christina, 112, Skrzypczak, Paul, 83 Rosenthal, Michelle C., 60 Schaum, Kelcey, 92 139 Slank, Kristine L., 92 Ross, Nicholas T., 73 Schepers, Scott T., 15 Shansky, Rebecca, 115, 116 Slater, Megan, 139, 140 Rossi, Dr. Grace, 59 Schicatano, Edward, 59 Shapiro, Lucy, 81 Slattery, Alexa, 94 Roster, Catherine, 23, 24, 129 Schilder, Brian, 57 Shapiro, Ronald G., 67, 119 Slavin, Sydney, '&152 Roth, Tania, 83 Schlauch, Emma, 151 Sharrah, Mark, 25 Slezak, Jon, 161 Rothweiler, Jesse, 46 Schlegel, Killeen, 18, 65 Shauffer, Carole, 105 Slotnick, Scott D., 60 Roufael, Monica G., 7, 91 Schlehofer, Michele M., 28, 132 Shen-Miller, Seraphine, 7, 8 Smaldon, Samantha, 134 Rovenpor, Daniel, 145 Schlehofer, Michèle, 130 Shenderovich, Tony, 123 Roy, Tessa, 62, 63 Schmidt, Amanda, 109 Sheneman, Gabrielle, 9 Small, Lani, 5 Rozwadowski, Derek, 33 Schmidt, Ashley, 5 Sheplavy, Erin, 18, 65, 133 Smith, Amanda L., 120 Rubenstein, Kimberly, 51 Schmidt, Katherine, 32 Shepley, Bayla, 103 Smith, Amy L., 76 Rubes, Melissa, 147 Schmucker, Kaitlyn, 4 Sheppard, Victoria, 35 Smith, Angelica, 106, 130 Rubinstein, Rachel S., 138 Schneider, Veronica, 79 Sheraton, Mimi, 46 Smith, Breaghann, 135 Ruchlin, Rebecca, 94 Schoenefeld, Jonas, 58 Shereshevsky, Gary, 14 Smith, Caroline J., 61 Ruppe, Nicole Marie, 92 Schofield, Casey, 86, 126 Sherman, Janelle, 18 Smith, Christopher, 92 Rush, Karena, 101 Schofield, Casey A., 9 Sherman, Janet, 30 Smith, David A., 76 Russell, Daniel, 51 School, Harvard Medical, 110 Sherman, Molly Colvin," Smith, Kelly, 105 Russo, Colleen E., 99 Schreiber, Alexander M., 61 Sherr, Lior, 103 Smith, Megan, 135 Russo, Lauren, 64 Schuller, Kelly L., 97 Shetler, Regina, 33 Smith, Rachael, 51 Russo, Natalie, 92 Schultz, Amanda, 98 Shiffrar, Maggie, 52 Smith, Samantha, 157 Rutherford, Alexandra, 121 Schultz, Jennifer R., 133 Shih, Helen, 30, 31 Smith, Tamarah, 14 Ruyter-Harcourt, Isadora, 81 Schultz, Kimberly, 97 Shih, Josephine, 40, 105, 146 Smithers, Jared, 160 Ryan, Brianna, 19 Schulz, Kara, 138 Shin, Lisa, 59 Smyth, Ian, 87 Snider, Megan, 161 Ryan, Julie, 42 Shook, Natalie, 3, 42, 137, 144 Index of Participants Ryan, Meghan E., 18 Shook, Natalie J., 26, 155 So, Dominicus, 128 Ryan, Sarah, 135 Soares, Elise, 8 Ryan, William, 115 Soares, Julia, 113 Index
Soares, Julia S., 150 Stone, Jason, 62, 63 Termonen, Miia-Liisa, 53 Urena, Julissa, 27, 32 Sobel, David, 13, 114 Stoppa, Tara M., 99 Terry, Christopher P., 72, 73 Ureña, Julissa, 27 Sobel, David M., 10, 105 Storey, Elizabeth, 76 Teti, Anne Marie, 64 Urmanche, Adelya, 14 Sobel, Deanna Macris Stouffer, Eric M., 67 Thomas, Ayanna K., 49, 113 Urry, Heather L., 59 David M., 114 Stout, Robert L., 129 Thomas, Jennifer J, 99 Vaclavik, Danielle, 28, 129 Sobolewski, Lindsay, 54 Strategis, Katerina Y., 155 Thomas, Ronald B, 155 Vaclavik, Danielle S, 128 Soby, Meghann Elizabeth, 95 Stratigis, Katerina, 6 Thomas-Cottingham, Alison, 94 Vaidya, Chandan, 60 Soeder, Kathryn, 72 Stratigis, Katerina Y., 151 Thompson, Heather, 88 Valdes, Maria Laura, 85 Soetikno, Tiffany Robyn, 66 Strjewski, Adam M., 156 Thompson, R. Bruce, 103 Valshtein, Timothy Jacob, 158 Solinger, Lisa A., 55 Structure, Predicting What is Thompson, Rachel, 106, 130 VanBergan, Alexandra, 141 Solomon, Linda Z., 100 Memorable: The Role of Thompson, Ross A., 104 Vancour, Jaclyn, 14 Solomon, Rachel J., 91 Conceptual, 85 Thornton, Bill, 103, 142 Vandervoort, Andrew, 133 Someki, Fumio, 112 Stryjewski, Adam M., 155 Thrailkill, Eric A., 1, 70, 150 VanGraafeiland, Joy, 87 Somerville, Leah, 59 student,, 71 Tipton, Sarah, 79 Vanhout, Samantha, 5 Sommers, Samuel, 29 Studies, Environmental, 79 To, Christopher, 48 Varadi, Spencer, 79 Sommers, Samuel R., 133 Stull, Judith, 158 Todd, Travis P., 111, 150 Varon, Lydia, 154 Sommervell, Sherah, 50 Suarez, Richard, 17 Tola, Mary, 77 Vasko, John, 159 Song, Joo-Hyun, 105 Subiaul, Francys, 57 Tomich, Patricia, 135 Vaughn, Leigh Ann, 136 Sordillo, Ariel, 159 Suchday, Sonia, 33, 41, 118 Tomie, Arthur, 64 Veenema, Alexa, 115, 116 Sorensen, Donya, 40 Suffrin, Rachael, 24 TOMINEY, SHAUNA, 76 Veenema, Alexa H., 61 SuvpxTrr, 76 Suhaka, Jesse, 62, 63 Tominey, Shauna, 74, 104 Vega, Katrina, 136 Soysa, Champika K., 24 Sulie,, 63 Toms, Alexandra, 75 Vela, Jamie, 40 Spata, Andrea, 17 Sullivan, Alexandra D., 143 Tone, Erin B., 39 Velayo, Richard, 118 Specht, Kathryn Y. Rosbrook & Sullivan, Brianna, 86 Tontarski, Sara, 134 Velazquez, Alexandra, 56, 95 Steven M., 34 Sullivan, Colleen J., 103 Topping, Kimm M., 31 Vella, Elizabeth J., 122 Speeches, Erin, 139 Sullivan, Regina, 83 Tournaki, Eleni, 146 Vella, Elizabeth Jane, 122 Sperber, Jacob, 37 Sullivan, Regina M, 82 Towle, Samantha, 136 Vellucci, Ashley, 62 Spetch, Marcia, 54 Sullivan, Regina M., 32, 143 Tozzi, Jacqueline, 38 Velonis, Stephanie, 93 Spievak, Elizabeth, 78, 138 Sullivan, Stephen, 89 Tran, Ngoc, 60 Vergara-Lopez, Chrystal, 36 Spilich, George, 53 Supelana, Christina, 38 Trask, Sydney, 83 Vetrano, Melissa, 134 Spinney, Kara E., 122 Surgan, Seth, 22 Treadwell, Kimberly R.H., 156 Vicari, Stephanie Mae, 11 Spirito, Anthony, 39 Svoboda, Marek, 60 Treboux, Dominique, 4, 76, 97, Vietze, Deborah L., 130 Sprague, Daniel, 61 Swanson, Jenny, 98 155 Vigor, Jana, 147 Sprung, Dana, 64 Swartz, Kyle P., 120 Trenz, Rebecca C., 28 Vigorito, Carolyn, 59 Spurkeland, Sonja, 123 Swiatek, Shannon, 134 Triano, Martha A., 79 Vigorito, Carolyn G., 102 Staggs, Jordan, 121 Swier, Rachel Marie, 62 Triantos, Alicia Argero, 160 Vigorito, Michael, 63 Stahl, Timothy, 122 Swirsky, Jill, 4, 32, 45, 67, 71, Trice, Ashton D, 73 Vijay, Aditi, 41 Stanfield, Briana, 34 115, 144 Trieu, Bertilia, 149 Virnelson, Leslie, 13, 19 Stanger, Jennifer, 151, 152 Szilagyi, Vanessa E, 48 U vvDDEruS $ Virtus, Addalena, 25 Stano, Logan, 75 Taggart, Jessica, 93 Tropiano, Katie, 77 Vitelli, Kristen, 90, 131 Stansak, Kendra, 6 Takooshian, Harold, 14, 131 Troseth, Georgene, 99, 160 Vitelli, Kristen M., 11 Starling, Sarah J., 52 Talley, Stephanie, 90 Trub, Leora, 147 Voelkner, Abigail, 154 Staudle, Ryan, 86 Tang, Ying, 31, 140 Trumbo, Samantha, 25 Vokey, John R., 43 Stebbings, Cheryl, 136 Taormino, Sarah, 106, 130 Tucker, Jade M., 91 Volk, Marina, 114 Steele, Avery, 160 Tarkhova, Valeria, 114 Tuladhar, Charu Tara, 38, 102 Volungis, Adam M., 32 Steers, Erika Elizabeth, 65 Tarson, Chloe, 47 Turi-Markovic, Tunde, 5Turner, Vorasitthanukul, Jesse, 100 Stein, Courtney, 124 Tarullo, Amanda, 62, 103, 105 Ryan, 25 Vorobyeva, Alexandra, 114 Stellman, Megan, 90 Tassin, Tiffany, 13 Twersky-Glasner, Aviva, 70 Voronov, Alex Y., 14 Steltenpohl, Crystal N., 28, 128 Tavella, Sabrina, 2 Tzilos, Golfo K., 129 Vredenburg-Rudy, Debra, 78 Stengel, Evynn, 106, 130 Taylor, Christa L., 46 Udokwu, Chinemenma, 136 Vurbic, Drina, 111 Stennett, Shauna-Gaye A., 123 Taylor, Jennifer, 81 Udokwu, Chinnemenma, 136 Waage, Sabrina, 51 Stephens, Rachel, 23 Taylor, Kathleen, 1, 60, 70 Umpierre, Olivia, 139 Wade, Elizabeth Cameron, 81 Stern, Steven E., 16 Taylor, Katy, 115 Unanue, Isabel, 110 Wagner, Alex, 5 Sternberg, Ariel, 42 Taylor, Lea, 126 Undergraduate,, 118 Wagner, Nicole, 47 Stevens, Ron, 157 Taylor, Lea E., 9 Underraduate,, 118 Wagner, Paige, 121 Stewart, Ivy, 71 Teague, Susan, 59, 137 University, Brandeis, 127 Wakefield, Acacia, 103 Stewart, Travis J, 36 Tebes, Jacob Kraemer, 130 University, Bridgewater State, 70 Walden, Kailee, 141 Stiegler-Balfour, Jennifer J., #" Tenenbaum, Elizabeth Bonawitz University, Harvard, 59, 113 Walder, Deborah J., 8, 41, 59, 53 Tomer Ullman University, James Madison, 30 109, 110, 115 Stiles, Raymond, 9 Sophie Bridgers University, Monmouth, 84 Waldman, Rachel, 103 Stocum, Kandice, 2 Alison Gopnik University, Seton Hall, 84 Walker, Elaine, 131 Stofkova, Petra, 126 Josh, 114 University, St. John's, 112 Walker, Emily, 13, 19 Stokes, Mary, 88 Terepka, Angela, 38 University, Tufts, 59, 113 Wall, Shelby M., 7 Stoll, Harrison, 21 Terjesen, Mark, 106, 130 University, West Virginia, 144 Wallace, Scyatta A., 74 University, Yale, 110, 113 Index
Walls, Courtney, 74 Whitt, Keith, 106 Zeller, Jenn, 151 Walsh, Ashley, 67, 82, 115 Whittle, Dena, 32 Zellner, Debra A., 46&( Walsh, Rebecca, 137 Wicks, Jennifer, 49 Zentall, Thomas R., 112 Walsh, Wendy A., 25 Wilberg, Emma, 54 Zhao, Xu, 51 Walsh, Whitney, 123 Wilbourn, Makeba Parramore, 85 Zhu, Ming, 134 Walters, Kenneth S., 3 Wilder, David A., 133, 138 Zians, James K., 36, 38, 39 Wandishin, Rachel, 149 Wilkins, Kevin Bryant, 61 Ziemba, Victoria L, 121 Wang, Ning, 138 Williams, Douglas, 83 Zimak, Eric H., 118 Wang, Zhidan, 57 Williams, Shannon M., 129 Zimmerman, Barrett E., 55, 120, Ward, Sally K., 25 Williamson, Cait, 1 151 Ware, Christopher, 26 Williamson, Emily, 23 Zodan, Jennifer, 37 Warninger, Elizabeth E., 67 Williamson, Rebecca A., 57 Zohlman, Michelle, 142 Wasserman, Edward A., 15, 109 Wilson, Alison, 86 Zonetti, Christie, 78 Wasserman, Melissa, 34 Wilson, Brittany, 132 Zonna, Danial, 94 Watkins, Marley W., 36 Wilson, Brittany Michele, 132 Zook, Joan, 89 Watts, J'Von, 21 Wilson, Katharine F, 133 Zopf, Rebecca, 136 Way, Erin, 146 Winkelbauer, Christine, 56 Zoto, Klaudia, 79 Weaver, Dr. Matthew, 2 Wister, Andrea Seifert, 10 Zuppe, Anastasia, 3 Weber, Kathleen, 8 Wister, Dr. Joseph, 79 Zweiacher, Holly, 99 Weeks, Justin, 9 Witkower, Zachary, 24 Zwick, Sarah, 135 Wehrle, Lyndsay, 26, 42 Wolf, Matthew, 124 Zélanti, Pierre S., 144 Weigand, Andrew, 42 Wolfe, David, 35 Weikel, Kim, 7 Wong, Philip, 40 Weinberg, Michael, 106 Wood, Breanna, 8 Weinbrom, Adam A., 51 Wood, Breanna Leigh, 124 Weiner, Cristina, 120 Wood, Michael, 45 Weinraub, Marsha, 158 Woodward, Amanda, 159 Weinschenk, Rose Sedran, 5 Woolf, Nicholas Garrett, 133 Weinstein, Erin, 33 Worden, Elizabeth M., 6 Weintraub, R. Rachel, 49 Wortel, Sanne, 39 Weirich, April L., 158 Wozniak, Rebecca S., 152 Weiss, Hannah, 153 Wray, Christina, 50 Weiss, Stanley J., 83 Wright, Joshua D., 145 Weissman, Alexandra B., 39 Wu, Elena Feliciano, 1 Weldon, Linda J., 121 Wyatt, Cassie M., 7 Welkowitz, Lawrence, 154 Wyble, Brad, 92 Wellen, Brianna, 89 Wyckoff, Emily P., 154 Wellens, Kaitlin, 105 Yandell, Lonnie, 91 Wellman, Justin A., 3 Yanez, Pamela, 17 Wells, Alex, 137 Yang, Kelly, 149 Wells, Ashleigh K., 62 Yaroslavsky, Ilya, 126, 152 Wells, Erika, 57 Yeager, Lara, 153 Welsh, Bridget, 133 Yen, Ming, 24 Welsh, Bridget S., 18 YES, LINDA, 76 Weltin, Hayden, 104 Yilmaz-Gozu, Hamide, 117 Wenze, Susan J., 87 York, Brooklyn College & The Wenzel, Adam, 96 Graduate Center of The City Wesp, Richard, 87, 119 University of New, 110 West, Jesica, 154 York, State University of New, 144 Westberg, Lindsay M., 25 Young, & Jason, 145 Wetzell, Bradley B., 64 Young, Chanel, 138 Whalen, Paul, 59 Young, Jacy L., 142 Wharton, Delicia, 33 Young, Jason, 29, 145 Whitbourne, John C. Norcross Young, Jason R., 145 Thomas P. Hogan Young, Laura Niemi, 48 Susan Kraus, 116 Young, Steven, 141 Whitbourne, Susan Krauss, 84 Yu, Lei, 64 White, Brittany, 116 Zacher, Douglas N, 52 White, Emily, 103 Zacher, Douglas N., 67 White, Susan Corie, 115 Zak, Ann, 95 White, Taylor K., 5 Zappier, Alexandra M., 69 Whitley, Cynthia, 119 Zawadzki, Lauren, 34 Index of Participants Whitlow, Jesse W., 52, 67 Zeglin, Robert J., 38 Whitmore, Ian, 122 Zeiber, Jacqueline A., 23
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Master of Arts in Clinical Psychology: Child/ Adolescent or Latina/o Psychology Concentration The Master of Arts degree in clinical psychology is designed to increase the student’s knowledge and skills in the application of psychological theory to clinical practice. Students accepted into the MA in Clinical Psychology program must choose between one of two concentrations: Child/Adolescent Clinical Psychology or Clinical Psychology for Spanish- English bilinguals. The MA in Clinical Psychology prepares students to work in licensure- exempt settings such as hospitals, community mental health centers and educational institutions. Students will receive both theoretical training and applied clinical experience for the concentration chosen.
To learn more about our Master of Arts in Industrial/Organizational Psychology graduate programs, please The Master of Arts degree in Industrial/Organizational Psychology is designed to prepare call 973-655-5201 persons for work in business and industry as professional specialists in the application of or visit our website: psychological knowledge and techniques in organizations or to prepare persons for continued montclair.edu/chss/ Change and Development, Leadership, Talent Management or Human Resources). The psychology/graduate-programs program draws from many areas of psychology especially testing, statistics, research design, leadership, attitudes and motivation, training and learning, and interpersonal relations.
Master of Arts in Psychology The Master of Arts degree in Psychology provides students with a solid foundation in psychological principles and methods. Our program fosters a deeper understanding of ! " conducted by our expert faculty. The real world application and experiencing of psychology “in action” is an exciting part of our program.
# $ % $ levels. This program adheres to both standards set forth by the National Association of # &!# ' ( * +0 # !$ Psychological Association. Students will follow the New Jersey Department of Education &1* 2' $ # # % 3! $ $ process with intensive courses in assessment, consultation, and school and individual based interventions.
montclair.edu
BECOME A LEARN MORE TODAY! PSYCHOLOGIST— CHANGE LIVES
ANTIOCH UNIVERSITY NEW ENGLAND’S practitioner-scholar Doctoral Program in Clinical Psychology (PsyD) prepares reflective clinicians who undertake multiple roles in their professional careers. Our graduates approach their practices with disciplined inquiry and view their work as a socially responsible action. Accredited by the American Psychological Association (APA) since 1986, AUNE’s PsyD program offers rigorous academic challenge and thorough clinical training. This program’s five-year, full-time schedule is designed so regional students may continue living in their home communities.
At AUNE you can:
Prepare for multiple roles: not only therapy and assessment, but also supervision, management, applied research, administration, consultation, and public policy.
You can apply to the AUNE PsyD Deepen your clinical and research skills at our three program with either a bachelor’s on-campus centers. or a master’s degree. Work with outstanding, nationally known, student- Learn more today by contacting focused faculty. Ellen Keech at 800-552-8380, Focus on service and social justice. 603-283-2132, or via email at: Attend on-campus classes one or two days a week. [email protected]
Accreditation Questions? Contact the Commission on Accreditation at the Office of Program Consultation and Accreditation, American Psychological Association, 750 1st Street, NE, Washington, DC 20002. Phone: (202) 336-5979. Email: [email protected]. Web: www.apa.org/ed/accreditation
www.antiochne.edu 800.552.8380 [email protected] Keene, NH
“...the premier program for master’s level professionals in
— Aaron T. Beck, M.D. (the “father” of CBT, Cognitive-Behavioral Therapy) the country.” Emeritus Professor / Department of Psychiatry, University of Pennsylvania Director / Center for the Treatment and Prevention of Suicide
Master of Arts in Counseling Psychology The Assumption College program is singular in its course progression, curriculum-wide integration of Cognitive- Behavioral Therapy (CBT), and emphasis on helping students become expert professional practitioners of CBT counseling.
www.assumption.edu/counspsych 500 Salisbury Street, Worcester, MA
U U GRADUATE PROGRAMS IN PSYCHOLOGY “This was the right program at the right time, taught by committed professional practitioners in the most supportive of environments. Not a day passes that I don't use something I learned in the program.” −Meryl French, alumna
DOCTOR OF PSYCHOLOGY (Psy.D.) MASTER OF ARTS (M.A.P.) with a Concentration in Clinical Psychology with a Concentration in Counseling Psychology #Practitioner–scholar model #Fulfills state counseling licensure requirements #Focus on diversity and social relevance #NEW! Certificate in Alcohol & Drug Abuse #NEW! ASPPB/National Register Designation Counseling APPLY NOW FOR FALL 2014 APPLY FOR 413*/(03'"-- 4 # # ! " # $ The Psy.D. program also requires two, week-long academic meetings per year. #% Hybrid Programs Designed for Working Adults www.myunion.edu/psyd | www.myunion.edu/map [email protected] U888–828–8575
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MASTER OF SCIENCE INDUSTRIAL/ORGANIZATIONAL PSYCHOLOGY
Our program enables you to apply Additionally, our faculty have worked with • Management Theory and Application the study of psychology to the diverse organizations, from charities to • Human Resource Management workplace. Graduates pursue public social service systems to Fortune • Personnel Selection and Placement careers in human resources and 500 companies. As practitioners they • Training and Development organizational development and bring their professional experiences • Performance Appraisal doctoral degrees in industrial/ into the classroom. • Work motivation, Job Satisfaction, organizational psychology. Our and Task Design program follows curriculum COSTS 2013-2014 • Psychology of Organizational guidelines set by the Society for For Massachuset ts residents, each three- • Development Consulting Industrial and Organizational credit-hour course costs $1,041*,which • Research in Organizations Psychology Inc. (SIOP). includes tuition and fees. For non- • Leadership Studies Massachuset ts residents, each three- FACULTY credit hour course costs $1,311*. INTERNSHIPS You will learn from professors with the Our internship placements are customized. highest credentials in their field who have *Tuition and fees subject to change. Whether you want to work in human conducted research and published in areas resources or organizational development, such as job satisfaction, organizational CURRICULUM personnel testing or evaluate corporate learning, prejudice and intergroup Our curriculum, which is 42 credits, includes performance, we help you find an tension, and small business issues. courses in business and psychology: nternship that fits your needs.
For more information and admissions details, contact [email protected]. salemstate.edu/graduate/iop > @%#
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Villanova University Master of Science in Psychology A research-focused, full-time graduate program that prepares you for doctoral level study in psychology or a career in the behavioral sciences
Why Villanova? PhD Programs đ Approximately two-thirds of recent graduates of Recent Graduates Include: entered a doctoral program within two years đ Columbia University of completing the program. đ Johns Hopkins University đ Ranked among the top 10 in North America đ University of California at Berkeley for research productivity for non-PhD-granting đ University of Michigan psychology departments. đ University of Pennsylvania đ Learn with students from across the US Other graduates have gone on to careers and abroad. as science writers, data analysts, market đ Graduate courses are small in size and taught researchers and software developers. by experienced, research-active faculty. đ A suburban campus located 12 miles from Philadelphia’s numerous historical, cultural and recreational resources.
For more information, please stop by our booth at EPA, visit gradpsych.villanova.edu, or contact Dr. Michael Brown, graduate program director, at [email protected].
th Proceedings and Abstracts of the 85 Annual Meeting of the
Eastern Psychological Association
Volume 85 – March 13-16, 2014 Boston, MA
Volume 83 – March 1-4, 2012 Pittsburgh, PA