Festival Archives
Social and Behavioral Sciences Showcase: Poster Session
Student Abstracts
Student(s):
Anthony Albert
Faculty Mentor:
Dr. Marylie Gerson
Personality, Nicotine and Caffeine Usage as Predictors of GPA
The use of caffeine and nicotine among college students has generated concerns over the effects of these drugs on academic performance. It is therefore of interest to determine how these drugs may affect academic performance, as well as which groups of people are more likely to use these substances. In a previous study conducted by Musgrave-Marquart, Bromley, and Daliey (1997), conscientiousness, openness, agreeableness, and neuroticism appeared to be positively correlated positively with GPA. However, the role of neuroticism in predicting academic performance is not clear, and McAbee and Oswald (2013) actually found it was negatively correlated with GPA. In order to investigate the extent to which the relationship between personality traits and GPA is modified by the use of caffeine and/or nicotine consumption, a sample of 180 students were recruited to participate in an online study, using Qualtrics to collect information about personality traits, frequency of nicotine and caffeine use, and academic performance. The Big Five Inventory (BFI) and Generalized Anxiety Disorder 7-Item Scale (GAD-7) were included to assess personality traits and overall anxiety levels. To determine frequency of caffeine and nicotine consumption the Diet and Behavioral Health Scale (DABS) as well as select survey questions from the National Adult Tobacco Survey (NATS) were used. I hypothesized that high neuroticism scores coupled high levels of nicotine and caffeine consumption would negatively correlate with GPA, but that occasional usage of these substances in subjects with increased neuroticism levels might positively correlate with GPA.
Student(s):
Oscar Alvarado
Faculty Mentor:
Dr. Marylie Gerson
Relationship Between Dating Age Preference, Self-Esteem, and Self Efficacy in Gay Men
It is presumed that younger, but not older men, are interested in older women; this can also be said about homosexual men and their preference for the age of their dating partners. Miller (2015) found that six percent of both gay and heterosexual men include an age preference when looking for a partner on a dating profile. I explored the idea that self-esteem and self-efficacy are related to the preferred age of a dating partner among gay men. Adult gay men (N = 282) responded to a survey posted on Mechanical Turk, a data collection website hosted by Amazon. Participants from around the world, with different age ranges and backgrounds, have access to the website. Participants answered basic demographic questions, questions about their age preference when dating, the General Self-Efficacy Scale (GSE) to assess self-efficacy, and the Rosenberg Self-Esteem Scale to assess self-esteem. I hypothesized that gay men dating a younger partner will be significantly higher in self-esteem and self-efficacy than gay men dating a same-age or older partner.
Student(s):
Brittny Azari, Emily Williams, Aaron Donnelly
Faculty Mentor:
Dr. Ariana Young
The Effects of Makeup on Perceived Attractiveness
For decades, women have worn makeup in an effort to enhance their attractiveness and comply with cultural standards of beauty. Cosmetic companies seek to convince women that they must buy certain products in order to become beautiful. However, is it the case that people consider women who wear makeup as more attractive than those who do not? We conducted an experiment to investigate this question. The purpose of this study was to examine the effect of wearing makeup on perceptions of women’s attractiveness.We hypothesized that women who wear makeup will be perceived as more objectively attractive than those who do not. In this study, participants were shown 10 images of women. Participants were randomly assigned to condition, such that half saw the women wearing makeup, while the other half saw the women wearing no makeup. The same women were pictured in each condition. For each image, participants were asked to rate the woman’s objective attractiveness. Data analysis is currently in progress. We expect results to reveal that participants rated the women with makeup as more attractive than the women without makeup.
Keywords: attractiveness; makeup; women
Student(s):
Rachael Balcom
Faculty Mentor:
Dr. Sharon Docter
The Effects of Implicit Bias Caused by Non-American Accents in the Doctor-Patient Relationship
In the United States, a nation characterized by ever-increasing diversity, intercultural communication affects many aspects of life. Particularly, intercultural communication plays an important role when in the hospital setting and during doctor-patient interactions. Language barriers and non-American accents affect every day intercultural interactions. The purpose of this study is to look at non-American accents and see if they create an inherent bias in the patient, thus affecting the doctor-patient relationship and changing how the patient perceives the competency of his or her physician. In order to test this, two 2-minute videos of the same doctor-patient interaction were shown to an experimental group and a control group. The experimental group saw one video in which the physician had a German accent, and the control group saw the video in which the physician had a non-regional American accent; other than this, the interaction portrayed in the videos did not change. After viewing their respective videos, both groups answered the same set of questions regarding how well or poorly they thought the doctor performed. It is expected that there will be significant differences between groups, and that subjects exposed to the doctor with the American accent will find the doctor to be more competent than the doctor with the non-American accent.
Student(s):
Hannah Blitstein
Faculty Mentor:
Dr. Julie Kuehnel
Increasing Focus and Decreasing Latency with Independent Schoolwork in a Second-Grade Student
As a part of the Clinical Practicum, behavior modification methods were used with a second-grade male to decrease his initial latency starting independent schoolwork and increasing the duration of focus while completing those same tasks. It is common for elementary-aged children to experience some distractibility while at school, but, it becomes problematic when these behaviors negatively impair the functioning of the student. To help the client decrease problem behaviors and increase target behaviors, a differential reinforcement of incompatible behaviors (DRI) schedule was used. The client was positively reinforced using a token economy for his behaviors if he: 1) began his work by the time the timer reached zero; 2) he focused his attention back to his school work, with a cue, after becoming distracted; 3) he remained on-task while working in pairs or groups and ultimately; 4) he remained focused and on-task with no cues and/or reminders. A duration graph was used to measure the client’s baseline latency/distractibility and a duration graph will continue to be used throughout intervention to assess the client’s progress.
Student(s):
Rebecca Callahan, Janelle Garland
Faculty Mentor:
Dr. Ariana Young
The Effect of Music Type on the Big Five Personality Traits
Although personality remains stable over time, might there be certain factors that contribute to fluctuation in certain personality traits at any given moment? One factor that may have the potential to influence personality traits is music.Thus, the goal of this study is to determine if different types of music have an influence on the the big five dimensions of personality (openness to new experiences, conscientiousness, extraversion, agreeableness, and neuroticism). In this study, participants will listen to either a classical piece of music or a pop song prior to completing the Big Five Personality Inventory (John & Shrivastava, 1999). We hypothesized that people who listen to pop music will report higher levels of openness to new experiences, agreeableness, and extraversion than those who listen to classical music. We also hypothesize that people who listen to classical music will report higher levels of conscientiousness and neuroticism than those who listen to pop music. Results will be gathered using a Qualtrics survey and analyzed using SPSS.
Student(s):
Alysia Defrancisco
Faculty Mentor:
Dr. Julie Kuehnel
Reinforcing On-task and Positive Social Behaviors in an Individual with a Pervasive Developmental Disorder
As part of the Clinical Practicum, behavior modification intervention procedures were used to treat an individual with a pervasive developmental disorder and attention deficit disorder – hyperactive and impulsive. Behavior deficits included in children with pervasive developmental disorders are functional limitations with social interactions, participation, and academic achievement. Deficits are also present in children’s ability to stay on task, and distractibility. Positive reinforcements with secondary reinforcers and shaping techniques were used in order to increase the frequency of positive social interactions and staying on task in the classroom. For reinforcement, positive behaviors were measured at a baseline using 15 second intervals for 15 minutes. If the desired percentage of positive behaviors was achieved (80-85%) reinforcements were given.
Student(s):
Kayli Dimacali
Faculty Mentor:
Dr. Julie Kuehnel
Increasing Classroom Productivity and Middle School Readiness in a 5th Grader
Behavior modification techniques were used to decrease off-task and disruptive classroom behaviors in a child. The excesses include fidgeting with hands and talking in inappropriate situations, with deficits related to sustaining attention on tasks. Techniques based on cognitive-behavioral models were implemented to decrease off-task and disruptive behaviors and to increase productivity in the classroom. Reinforcements were contingent upon the child completing their task in a timely manner, using their remaining time productively, and sustaining non-distracting work. Progress was assessed through measuring frequency of off-task and disruptive behaviors in 30 minutes intervals, and task completion.
Student(s):
Mariana Fonseca
Faculty Mentor:
Dr. Julie Kuehnel
Increasing Social Engagement in a Person with Mild Cognitive Impairment
As part of the Clinical Practicum, a behavior intervention was used to treat an individual with mild cognitive impairment. Neurocognitive disorders increase steeply with age, and with an aging population, this topic is of high importance. Mild cognitive impairment is characterized by a decline in memory and learning. The individual participating in this research intervention is part of a day center focused on creating a safe environment where older adults feel comfortable to socialize and engage. Techniques were implemented to increase the level of socializing by using positive reinforcement. Progress of the individual was kept by recording frequency and form of approximations toward socializing with others.
Student(s):
Brianna Gomez
Faculty Mentor:
Dr. Marylie Gerson
Cell Phone Attachment and Distractibility
An upward trend in cell phone usage among young adults indicates a greater presence of cell phones in classrooms, which may lead one to ask how efficiently a student can complete an assigned task in the presence of a cell phone. My study tested if cell phone attachment may distract one from an assigned task. I hypothesized that participants allowed to have their own cell phone out on a table would complete fewer tasks during an allotted time than either participants with the experimenter’s cell phone visible or participants with no cell phone visible. Participants were assigned to one of three conditions: cell phone group, experimenter’s cell phone group, and no cell phone group. Participants in the cell phone group were asked to put their personal cell phones on the table and set a 5-minute timer for a word-grouping computer task. Participants in the experimenter’s cell phone group turned in their cell phones before the study and used the experimenter’s cell phone to set a timer for the task. Participants in the no cell phone group turned in their phones and had no cell phones present during the study. All three groups completed a demographic questionnaire, a 5-minute word-grouping computer task, and short surveys regarding cell phone attachment. The study measured the number of questions completed during the allotted time and self reported cell phone attachment.
Student(s):
Katherine Gregg
Faculty Mentor:
Dr. Julie Kuehnel
Increasing Social Interaction in a Preschool Child with No Known Disorder
As part of the Clinical Practicum, behavior modification procedures were used to increase the social behavior of a 4 year-old preschool child. His lack of social behavior is categorized as a deficit, even with no diagnosis of a disorder. To help with this behavioral deficit, social reinforcement was used to intervene in his behavior. In addition, I projected myself as the positive reinforcement until he became independent of interacting with other children. Progress was measured by documenting the frequency and duration of the desired goal, social engagement.
Student(s):
Dean Hendrix
Faculty Mentor:
Dr. Monica Gracyalny
The Communication Barriers of College Athletes and Coaches
This study investigates communication barriers among players and coaches of colligate sports teams and how these communication barriers influence player satisfaction. Past research has shown that barriers (listening, limited time, selective perception, negative attitude, and external factors) do exist within small group communication and directly affect how effective communication flows. However, there is little research to show how these factors play a role in the sports world. A breakdown in communication can commonly result in lower productivity and a loss of desire to continue said relationships; therefore, it is sport relevant. The purpose of this research is to explore these barriers and how the effects of communication or miscommunication relate to player satisfaction. Men and women student athletes from various California Lutheran University (CLU) sports teams will complete online surveys. Players will report their perceptions on how prevalent and impactful the five communication barriers are between their coach/ coaches and themselves, as well as their satisfaction with being part of the team or sport as a whole.
Student(s):
Tye Herod
Faculty Mentor:
Dr. Julie Kuehnel
Using Reinforcement to Decrease Dependent Behaviors
Clinical Practicum permits the implementation of behavior intervention, one of whichwas conducted on an adolescent with presumed dependent personality disorder. This disorder is noticeable in adolescents and young adults since it is typically a common occurrence among children. Some key characteristics of this disorder are an excess in clinging behavior, need to be taken care of, trouble making decisions on their own, and the need to obtain constant nurturance and/or friendship. Methods to decrease the amount of needy behavior, get the client to act more independently and decrease verbal tendencies include: reinforcement, and a token economy using poker chips for positive behavior. These poker chips can be traded for prizes of the client’s favorite food snacks. Progress is measured through frequency counts of these negative behaviors and the number of positive actions that occur over time.
Student(s):
Kenna Houtz
Faculty Mentor:
Dr. Marylie Gerson
Others’ Perceptions Through the Eyes of Introverts Versus Extroverts
Studies have found that introverts and extroverts view things differently. I want to know if they are different in the way they perceive how others think of them. I hypothesize that introverts will think others see them more negatively than will extroverts. This study was administered online through Qualtrics. The participants first completed the informed consent form. They then answered demographic questions and took the Big Five Inventory to determine whether they were introverts or extroverts. Finally, participants were asked to look at a variety of different paintings depicting groups of people. Depending on whether the participant identified as male or female, he or she was instructed to look at either a specific male or a specific female figure in each painting. Participants were asked to imagine themselves as that individual and to assess the thoughts that they believed the other figures in the painting would be having about them, rating the likelihood of each thought or feeling on a scale from 1 (Not at all) to 6 (Definitely).
Student(s):
Shawna Jackson
Faculty Mentor:
Dr. Marylie Gerson
Effects of Anxiety Source on Short Term Memory
There is contradictory evidence for the effects of anxiety on cognitive performance. Some evidence suggests that anxiety hinders cognitive performance, while other evidence suggests that the “right” amount of anxiety enhances cognitive performance. It is possible that anxiety unrelated to a cognitive task (general anxiety) is associated with worry and therefore hinders cognitive performance, while anxiety relating to the cognitive task (specific anxiety) is associated with motivation and thereby enhances cognitive performance. I conducted a study to identify the differential effects of specific anxiety and general anxiety on short-term (working) memory. Participants first completed a Visual Analogue Scale (VAS) to measure their anxiety levels, and then were randomly assigned to one of two experimental groups: a general anxiety group and a specific anxiety group. In the general anxiety group, participants watched a preview of a scary movie, and in the specific anxiety group, participants read instructions that put slight pressure on them to perform well on the memory tasks. All participants then completed two short-term memory tests, retook the VAS scale, and completed a demographic questionnaire. I hypothesized that mild, specific anxiety will result in greater short-term (working) memory than general anxiety.
Student(s):
Daniel Keit
Faculty Mentor:
Dr. Andrea Sell
Evaluation of Social Exchanges
The quality of personal resilience is a significant predictor of life outcomes (Knight, 2007), while negative interpretive bias is causally linked to anxiety, depression, and greater overall psychological distress (Sanchez, Duque, Romero, & Vazquez, 2017). This study investigates the influence of cultural narratives on individuals’ perceptions of offensive content in social exchanges. The finding that individuals can be influenced in their perceptions of written words and of facial expressions using emotionally charged images and sounds is well-documented. While the deciphering of verbal messages is always highly contextual and is heavily dependent on a wide array of factors, the question of whether ambient cultural narratives shape individual interpretations of social exchanges is an understudied area of research. In this study, we randomly assigned participants to one of two groups. One group was asked to read a passage extolling the virtues and benefits of “grit” and resilience, and the other to read a passage emphasizing sensitivity. Both groups then evaluated a series of pictorial representations depicting relatively neutral social exchanges. Participants then were asked to rate the exchanges for their offensiveness. The results will be discussed in terms of induced interpretation bias, as measured by the relative sensitivity to offensive content perceived by each group.
Student(s):
Jenna Kobata
Faculty Mentor:
Julie Kuehnel
Increasing On-Task Behavior in a Person with Autism and Possible ADHD
As part of the Clinical Practicum, behavior modification procedures were used to treat a child with Autism and possible ADHD. Autism, a developmental disorder is diagnosed in childhood and is categorized based on three characteristics: communication issues, difficulty relating to people, and repetitive movements or behaviors. ADHD, a common mental disorder affects 5% of children and is characterized by limited attention spans, hyperactivity, and impulsivity. Techniques were implemented to increase the amount of time spent on-task to complete assignments while following general rules to aid in this goal. Reinforcement was made contingent on the child completing tasks successfully. Progress was measured by recording the duration of time the child was focused and on-task.
Student(s):
Andrea Lopez
Faculty Mentor:
Dr. Julie Kuehnel
Decreasing “Baby Talk” in a Fifth-Grade Student
As a part of the Clinical Practicum, behavior modification methods were used with a fifth-grade male to decrease his frequent usage of “baby talk” which may hinder his performance in both an academic and social setting. The student’s baby-talk is exemplified in his enactment of a high-pitched voice paired with slurred words that are difficult to comprehend. Similar to the common response of self-stimulating behaviors, the client receives little to no immediate reaction from both his peers and superiors. To help the client decrease his usage of “baby talk”, a differential reinforcement of zero behaviors (DRO) schedule was implemented. The client was positively reinforced by utilizing a token economy for his “baby talk”: if he utilized zero “baby talk” during specific time intervals, he would receive a sticker. The client would turn in his stickers by the end of the week, choosing his reward. A duration graph was used to measure the client’s baseline “baby talk” and a duration graph was used for continued intervention to assess the client’s progress.
Student(s):
Andrea Lopez,
Sandy Gonzalez
Faculty Mentor:
Dr. Andrea Sell
The Relationship Between Memory Retention and Fidgeting
This research explores the relationship between memory retention in relation to the participants’ fidgeting. In our experiment, California Lutheran University students that were enrolled in upper and lower division psychology courses volunteered to sign up for our in-lab study via SONA systems. The students were read a list of ten words and were asked to recall as many words as possible. The students were then given a fidget spinner and were read a list of the same ten words once more. The students were asked to recall back the words to the researcher after the tenth word was read. We hypothesized that the participants would recall more words when not fidgeting when compared to the number of words recalled while fidgeting. Contrary to our hypothesis, we found significant results in our study, showing that participants memorized and recalled more words while fidgeting. The findings could also be a result of our confounding variable in that the same list was used in both conditions without counterbalancing. This finding could be integrated in classroom settings, encouraging teachers to implement more fidgeting in their lectures.
Student(s):
Kyla Lopez, Dr. Cameryn Corcoran
Faculty Mentor:
Andrea Sell
Perceptions of Poverty Between College Students and Adults
The objective of our research was to investigate if there was a difference between how people perceive poor college students versus how they perceive poor adults. We hypothesized that bias towards poor adults will be significantly negative compared to their opinion of poor college students. To test this idea, we asked participants to read two paragraphs that describe a poor college student’s situation and a poor middle aged adult’s situation. These two characters in the paragraphs experienced a lack of resources, the only thing that changed was their ages. After the participants read the paragraphs, they answered questions about their opinions or feelings towards the characters. Our results from our study will be discussed in terms of the System Justification Theory which categorizes citizens by stereotypes created by society. These labels place people in either a high or low status group based on income and other factors which can have a positive or negative stereotype attached to them. This study is important because age should not matter when evaluating situations of poor people. This will help us discover ways to help out others in situations.
Student(s):
Taylor Mayeda
Faculty Mentor:
Dr. Julie Kuehnel
Increasing Independent Work Time in a Child with Trouble Staying on Task
As part of the Clinical Practicum, a behavior intervention was used to treat a child who struggled with staying on task without being constantly prompted and reassured. The main behavior deficit for this child was his lack of ability to work independently, which was preventing him from being in a general education classroom. For these reasons he was placed in a special needs class that holds him back academically. Techniques were implemented to increase the time he was able to independently work without being encouraged. A token economy was used to motivate the child to do the preferred behavior. Reinforcement was made contingent on the child completing the task he was assigned in the allotted time given to him. Progress was measured by the frequency in which he was able to complete the work independently and in the allotted time.
Student(s):
Lluvia Mayorquin
Faculty Mentor:
Dr. Julie Kuehnel
Decreasing Talking Behavior in an Elementary School Student
In order to decrease excessive talking behavior in my client, a behavioral intervention was implemented. During intervention, a token economy was used as a means of reinforcing the child to stop talking to his peers during class time. The talking behavior is defined as the child talking excessively during group work and class lectures. In the token economy, the child was given a check mark everytime he did not talk to his classmates during these times (DRO).Verbal praise followed the check marks as a means of encouraging the client. The client was expected to disengage from speaking for a whole minute, then the minute was gradually increased to five minutes (shaping). Some other reinforcers included stickers and small prizes. The client was able to measure his progress by looking at a chart whith check marks on it and seeing how much his talking behavior has decreased since baseline data was taken.
Student(s):
Gwendolyn McInnes
Faculty Mentor:
Dr. Andrea Sell
Factors that Affect Arm-Hand Gestures During Conversation
This study examined the factors that influence open arm-hand gesture in conversation. Twenty-six students that attend California Lutheran University participated in this study and were instructed to converse with participants that were familiar and unfamiliar to them. Participants were required to bring a participant that they considered as a “close friend” along with them to the study. In the experiment, participants conversed with people in two conditions, 1) with a friend, 2) with a stranger. Experimenters observed the conversations and noted the type of body language used in each minute. The results of this study supported our hypothesis in that people were more likely to display open arm-hand gestures when they were conversing with someone that they were familiar with, and they were more likely to display closed arm-hand gestures when conversing with people they were unfamiliar with. This research is important to society as a whole because it furthers our knowledge on how one’s overall body language can be affected when conversing with people we are familiar and unfamiliar with.
Student(s):
Aliyah Mariah Navarro, Laura Willits
Faculty Mentor:
Dr. Monica Gracyalny
Reputation and Expressed Remorse in YouTube Apologies: Developing Experimental Manipulations
The purpose of this project was to develop two experimental manipulations to examine how a public figure’s reputation, as well as their apology behavior, affect audience perceptions of apology sincerity and forgiveness. Two hypothetical biographies were written to manipulate the public figure’s reputation. A positive reputation includes positive personal character traits (such moral behavior) and professional traits (e.g., industriousness). A negative reputation includes negative personal character traits (e.g., cheating, infidelity) and professional traits (e.g., stealing). The apology behavior manipulation was designed to have three conditions: a) written apology statement posted on YouTube (no behavior), b) video of an actor portrayal of an apology displaying remorse posted on YouTube, or c) video of an actor portrayal of an apology without remorse displays posted on YouTube. The remorseful and non-remorseful apology conditions were created by training and recording an actor apologizing for corporate misconduct. Based on Ekman and Friesen’s (2002) typology of universal emotion displays, remorseful behavior included: downcast eyes, lowered mouth corners, slow speech, pauses, swallowing, slouching posture, and few head nods/low arousal. The non-remorseful apology video contained: strong eye contact, smirk/smile; raised and lowered mouth corners, faster speech, fewer pauses, upright/forward leaning posture, more head movement/high arousal. The written apology contained only a statement. After reading one of the biographies and viewing one of the three types of apology behavior, participants will rate their perceptions of the public figure’s sincerity, as well as their likeliness to forgive the public figure following the apology.
Student(s):
Natalie Nazarbekian, Bailey Borup and Courtney Edukugho
Faculty Mentor:
Dr. Ariana Young
The Effects of Snacking on Memory Retention
Whether it’s seeing a familiar face, watching a movie, or studying for an exam – individuals are able to retain and relay details and information from past experiences. It is important to note how snacking influences memory retention to determine its effect on experiences and encounters in daily life as well. The purpose of this study was to examine how snacking influences memory retention. We predicted that participants who snacked while completing a memory retention task would perform better than those who did not snack. Undergraduate students from California Lutheran University participated in the experimental study. Participants were instructed to either eat a snack or not eat a snack while watching an online video titled “The Inventor Who Vanished: Crash Course Recess #1”. Those in the snacking group chose between popcorn, M&M’s, and Wheat Thins. Following, participants’ memory retention was assessed through a series of questions on the storyline content as well as observational details of the video (i.e. logo color, clothing of character, etc.). Data analysis is currently in progress. Results, implications, limitations, and future directions will be discussed.
Student(s):
Jessica Nimie
Faculty Mentor:
Dr. Julie Kuehnel
Decreasing the Frequency of Disruptive Classroom Behavior in an Elementary-Aged Student
As part of the Clinical Practicum, behavior modification methods were used with a first-grade male who exhibited disruptive classroom behavior. He exhibited a behavioral deficit in the duration that he was able to work independently and quietly as well as an excess in the frequency of disruptive behavior in the classroom. While some amount of disruptive behavior is typical for children at this age, his behavior is impacting his ability to follow classroom instructions and to complete his classwork. A token economy was introduced along with differential reinforcement of zero behavior (DRO), meaning the lack of disruptive behavior. Using a fixed-variable interval schedule, a three to five-minute interval was first used, and if he was able to refrain from disruptive behavior and spoke only after raising his hand and being called on, he would receive a token. As his behavior improved, I continued to increase this interval. He was positively reinforced for lack of disruptive behavior through the token economy and is able to choose from a reinforcement menu. A frequency graph of disruptive behaviors during a specified time period was used to gather baseline data on his typical disruptive behavior and will continue to be used to measure the effects of the intervention.
Student(s):
Paola Ortiz, Carolina Zuniga-Mejia, Elizabeth Valladares
Faculty Mentor:
Dr. Ariana Young
The Effects of Music on Academic Performance
Music has become a part of our everyday lives. It is used to fill in awkward silences, create a beat for those montages that we see in the movies, and communicate with others. Music may also potentially have the power to either keep us focused in the work we face, or distract us from completing tasks up to par. There has been a variety of research exploring how music affects academic performance and the potential it has to help educators and students. Some research has connected music to improvements in academic performance while other research demonstrates that music only serves as a distraction for students. The purpose of this study is to compare the results of individuals who listened to classical music while completing comprehensive tasks to those who listened to non-classical music. We predicted that individuals completing comprehensive tasks while listening to classical music would perform better than those with non-classical music. In this study 109 participants took a Pre-Algebra mathematics test and read a passage and answered corresponding reading comprehension questions while they listened to either classical music or non-classical music. The results showed a significant effect of music on math test performance, such that those who listened to classical music performed worse than those who listened to non-classical music. In addition, there was a marginally significant effect of music on reading comprehension, such that those who listened to classical music tended to perform better than those who listened to non-classical music.
Student(s):
Sarah Reckley, Gina Kim
Faculty Mentor:
Dr. Ariana Young
The Effects of Facial Hair on First Impressions
To grow a beard or not grow a beard? This is a question many men may ask themselves when they pick up their razors in the morning. A growing body of research has examined the impact of men’s facial hair on people’s impressions of them. Overall, we hypothesize that people will have more favorable impressions of men with facial hair (i.e., beards) than men without facial hair (i.e., clean shaven). For our study research participants will include 60 undergraduate students from California Lutheran University. For the study, they will be shown five pictures of different men. Participants will be randomly assigned to view the pictures of the men with or without facial hair (other than that, the pictures will be identical). For each picture, participants will rate their impressions of the man’s confidence, approachability, maturity, masculinity, and attractiveness on a scale from 1 (not at all) to 5 (extremely). After the study is completed, we expect results to reveal that the men with facial hair will be rated as more confident, approachable, mature, masculine, and attractive than men without facial hair.
Student(s):
Christian Rider
Faculty Mentor:
Dr. Marylie Gerson
Predictors of Music Genre Preference
The relationship between music genre preference and personality type has long been studied in the field of psychology. Regarding the Big Five Inventory (John & Srivastava, 1999), Openness tends to predict a preference for Reflective and Complex music over Upbeat and Contemporary music; whereas Extraversion tends to predict a preference for Upbeat and Contemporary music over Reflective and Complex (Langmeyer, Guglhör-Rudan, & Tarnai, 2012). Chapin, Jantzen, Kelso, Steinberg, and Large (2010) found that the performance of a musical piece plays a significant role in an individual's experience of said musical piece. I conducted two online studies to increase the confirmatory power of past research related to these hypotheses of personality as a predictor of music genre preference (1) and the role performance of the musical piece plays in this relationship (2). In both studies, students completed questionnaires to assess their levels of Extraversion and Openness. In Study 1, participants then rated their liking of various music genres. In Study 2, students listened to brief audio files of four pop songs played on the piano. The songs were first played in a Reflective and Complex “classical” style and were later played in a “pop” style. Participants rated their liking of each piece. I hypothesized that Extraversion would predict a liking of Upbeat and Contemporary music and "pop" style performance and dislike for Reflective and Complex music and performance. I hypothesized that Openness would predict a liking of Reflective and Complex music and “classical” style performance and dislike for Upbeat and Contemporary music and performance.
Student(s):
Lorena Rosales
Faculty Mentor:
Dr. Andrea Sell
Preparing Not to Forget: Actions People Take to Avoid Memory Failure
The present study was designed to examine the actions and behaviors people take in everyday life to prevent potential memory errors. Past research focuses on the nature of forgetting; who forgets, how they forget, when they forget (Zhou, Lu, & Dong, 2017; Fastame, 2014; Hourihan & Benjamin, 2014). Additional research has assessed improving memory for those who have varying degrees of cognitive impairment from aging or injury. However, there are not many of these types of studies examining everyday remembering for healthy, functioning adults. Across two experiments (n1=136; n2=85) participants completed a self-reported questionnaire regarding various types of everyday actions. We hypothesized that external memory aids would be the most effective type of cue at preventing future memory errors on a day-to-day basis, especially phone use. We also expected that participants who indicated lower levels of forgetting use more external memory cues to prevent memory errors. Preliminary results showed that people who used a combined method (e.g., phone and mental rehearsal) remembered more (M=2.452, SD=1.555), than people who use internal cues (e.g. mental rehearsal alone), (M=4.190, SD=2.600), external cues (e.g. written notes), (M=2.654, SD=2.086), or no method (M=3.348, SD=2.006). Additionally, there was no difference in reported phone use on participants forget scores across various questions (all t values < 1.19). Ultimately, findings such as these can help people prevent common memory errors such as forgetting to take their keys with them or forgetting to finish assignments.
Student(s):
Allison Rubinowitz
Faculty Mentor:
Dr. Julie Kuehnel
Posttraumatic Growth Following a Loss: How to Predict Positive Outcomes
Across many religions and philosophies it has been reported that when individuals experience a loss they can potentially change in a positive direction. But, the empirical study of this belief has only been examined in the past two decades, and began in the positive psychology movement (Joseph & Linley, 2008). Therefore, the current study examines what factors predict and facilitate posttraumatic growth (PTG; Tedeschi & Calhoun, 1995) following an individual’s experience of loss; this can include expected or unexpected natural death, homicide, intentional self-harm. The introduction of self-determination theory (SDT; Deci & Ryan, 1985, 2002) and meaning-making will provide a useful framework for better understanding how individuals cope with loss and what predicts PTG. To test this hypothesis, participants were asked to complete a 21-item questionnaires about PTG, a 21-item questionnaires about SDT, and two open-ended questions regarding how they have or have not created meaning about the loss they experienced. The results will describe the relationship between PTG and the experience of a loss, and the predictive power of basic need satisfaction and meaning-making in explaining PTG following a loss.
Student(s):
Gabriella Sainz, Dr. Shannon Lupien
Faculty Mentor:
Dr. Ariana Young
The Effect of Parasocial Relationship Status with Fictional Couples on Romantic Relationship Evaluations
Romantic narratives are a popular form of entertainment in our society. Countless books, movies, and television shows depict the love stories of idealized fictional couples. Given the pervasiveness of this form of media in people’s everyday lives, it is important to understand the psychological impact that exposure to fictional couples has on viewers. Results of previous correlational studies reveal that romantic narratives are associated with unfavorable relationship outcomes. However, it is also important to consider the nature of the bond between the viewer and the fictional couple in these romance narratives. Some people may have a parasocial relationship (i.e., one-sided psychological connection) with the fictional couple. The purpose of the current study was to manipulate exposure to fictional couples and subsequently measure participants’ own romantic relationship evaluations. Romantically involved participants were asked to either write about their favorite fictional couple, a non-favorite fictional couple, or an unrelated topic for 5 minutes. Following, they indicated their current relationship satisfaction, closeness, and commitment. We are currently preparing the data for analysis. We predict that participants who write about a non-favorite fictional couple will report lower relationship evaluations than those in the control condition. However, we expect that participants who write about a favorite fictional couple will report higher relationship evaluations than those in the control condition. We view this study as an important first step in better understanding the impact that parasocial relationships with the fictional couples within romantic narratives have on people’s thoughts, feelings, and behaviors toward their own relationships.
Student(s):
Kirby Sigler
Faculty Mentor:
Dr. Ariana Young
Examining the Causal Relationship Between Parasocial Relationships and Body Image in a Community Sample
Research demonstrates that media ideals have unfavorable effects on men’s and women’s body image. However, the impact of having a parasocial relationship (PSR; a one-sided psychological connection with a media figure) on body image is much less clear. Whereas some correlational research shows PSRs are associated with worse body image, other experimental research demonstrates that PSRs contribute to better body image. The purpose of the present study is to identify the causal relationship between PSRs and body image. We argue that individuals who experience body dissatisfaction may be drawn to celebrities with whom they have a PSR. We conducted an experiment with a community sample (n = 163) recruited through Amazon’s online Mechanical Turk (MTurk). We temporarily manipulated participants’ body image by randomly assigning them to write about a part of their body they disliked vs. a control topic. Following, participants indicated their interest in various pass-time activities. Results revealed that participants who were led to experience body dissatisfaction reported more interest in PSR activities compared to those in a control condition (p = .05). However, this increased interest did not extend to non-favorite celebrity activities (p = .39) or other control activities (p = .12). These results suggest that the association between poor body image and PSRs is due to people with poor body image being drawn to their favorite celebrities. People may seek out their PSRs when they feel bad about their bodies in an effort to feel better about themselves.
Student(s):
Kirby Sigler, Bailey A. Mena, Hannah E. Blitstein, & Gabriella A. Sainz
Faculty Mentor:
Dr. Ariana Young
The Effect of Body Dissatisfaction on College Students’ Interest in Favorite Celebrities
Much research demonstrates that exposure to media ideals contributes to body dissatisfaction among men and women. However, less is known about the relationship between parasocial relationships (PSRs; one-sided relationships with media figures) and body image. Research in our lab sought to better understand the causal relationship between PSRs and body image. An initial study with a community sample revealed that participants who were led to experience body dissatisfaction (compared to a control condition) reported greater interest in their favorite celebrities. The purpose of the current study was to replicate this finding with an undergraduate sample and include a behavioral measure of celebrity interest. Participants were 123 undergraduate students from CLU. We temporarily manipulated participants’ body image by randomly assigning them to write about a part of their body they dislike vs. a control topic. They then indicated their interest in various pass-time activities, some of which had to do with their favorite celebrity, a random celebrity, and some of which were control activities. Following, participants were directed to Instagram and instructed to look at pictures of their favorite celebrity. The amount of time participants spent on the website was recorded as a behavioral measure of celebrity interest. Results revealed there was no significant effect of body dissatisfaction on participants’ interest in celebrity-related activities. However, we did find a marginally significant effect for time spent on Instagram, p = .06. Participants who experienced body dissatisfaction spent more time looking through their favorite celebrity’s Instagram profile than those who did not.
Student(s):
Kirby Sigler
Faculty Mentor:
Dr. Marylie Gerson
The Impact of Presentation Medium on Information Retention
Research has shown that relevant images and auditory narration may enhance information retention and recall. However, little research has been done on the effects of video presentation on information retention. Cognitive research has demonstrated that when individuals are viewing a video brain activation occurs in the prefrontal cortex. Because the prefrontal cortex is also the area of the brain that is activated during working memory tasks, the presentation of information as a video may therefore be beneficial in facilitating information retention. The purpose of this study was to determine if different types of information presentation have a differential effect on information retention and recall. This study employed a 2 x 2 experimental design in which participants were randomly assigned to one of four experimental groups varying presentation modality: an informational video with audio narration, the informational video without audio narration, still pictures captured from the informational video along with a text transcript and the audio narration, and the same still pictures and text transcript without the audio narration. All participants were then given the same quiz based on the information they received. Scores on the quiz expressed the participant’s level of retention and recall. I expected to find that participants who viewed the video with audio narration would be able to best recall the information they were presented.
Student(s):
Alexis Silverman, Tiana Coustaut, Emerson Sosa, and SarahRose Jarvis
Faculty Mentor:
Dr. Ariana Young
The Effect of Social Media Usage on Subsequent Task Focus and Performance
The use of social media is widespread among college students. Given the pervasiveness of social media in the undergraduate population, it is important to examine its impact on various aspects of students’ lives, including their academic focus and performance. In this study, participants will be randomly assigned into a group that gets to use social media or a group that reads a passage from a book (control condition). Participants in the social media group will be granted access to their personal social media accounts (i.e., Facebook, Instagram, Twitter), whereas the reading group will be given a passage from Harry Potter and The Sorcerer’s Stone. Participants will be given 10 minutes to complete their assigned activity. Following, they will be asked to complete a word challenge task. Specifically, they will take a target word and make as many new words as possible. The number of words generated and the amount of time spent on the task will be recorded and serve as measures of focus and performance. This study is currently in the development phase and will be conducted in the near future. We hypothesize that participants who use social media will spend less time on the subsequent word challenge task and find fewer correct words than those who read prior to the task. By conducting this research, we hope to better understand the impact of social media on other aspects of people’s daily lives.
Student(s):
Amanda Souza
Faculty Mentor:
Dr. Monica Gracyalny ; Dr. Ryan Medders
Developing and Testing a Measure for Vocal Bias in the News Media
This research investigates whether people perceive bias in a voiced news report. Much of the research on detecting bias in the news media has focused on the verbal content of news stories, such as the amount of favorable or unfavorable quotes or the specific language used by reporters. Few studies, however, have examined how nonverbal cues (e.g., vocal characteristics, facial expressions) affect audience perceptions of bias. Because nonverbal behavior is generally considered to be a more reliable and valid indication of a speaker’s true feelings, this pilot study investigates vocal tone as a bias cue in news reporting. We developed and tested a range of vocal stimuli representing bias toward a topic through variations in speakers’ pitch, rate, and volume. Five audio recordings were created to manipulate vocal characteristics in a hypothetical voiced weather report, and variations were confirmed using Praat audio analysis software. Participants (n = 409) listened to five randomly presented audio recordings via Qualtrics and reported their perceptions of the strength and direction of the actor’s bias in each. Results showed that the actor’s combination of high pitch, fast rate, and high volume was perceived as a little biased (M = 2.09, SD = 1.21), and between somewhat and very positive (M = 4.31, SD = .96). The combination of low pitch, slow rate, and low volume by the speaker was rated as a little biased (M = 1.65, SD = .89), and between neutral and somewhat negative (M = 2.73, SD = .87). Findings suggest participants can easily identify speakers’ positive bias in audio recordings.
Student(s):
Gabriella Steffon
Faculty Mentor:
Dr. Andrea Sell
Defense Against Disease: How Memory and Attention Help Prevent Infection Through the Behavioral Immune System
The present study investigates the memory and attention components of the behavioral immune system (BIS). Previous studies found that the BIS uses various psychological processes such as categorization and memory to identify potential health threats (Miller & Maner, 2012). Also, participants have high confidence in their recollection of a negatively-emotional scene, but are less likely to remember peripheral details of that scene (Rimmele, Davachi, Petrov, Dougal, & Phelps, 2011). Thus, we believe the BIS should have a similar effect on memory and attention; specifically, we expect participants to have high confidence in remembering pictures of sick people as compared to healthy people, but will remember fewer peripheral details of the scene. To test this hypothesis, participants studied 60 pictures during a training phase; these images were surrounded by a colored border and included people displaying sick, contagious symptoms (i.e. blowing their nose), people displaying healthy behavior (i.e. reading a book), and neutral images (i.e. buildings, animals). After watching a 5-minute filler video, participants began a test phase in which they were shown 60 previous and 60 novel scenes, all without a colored border. Following each image, participants completed a variety of tasks, including scene recognition, confidence ratings, and frame color recognition. Results will be discussed in the context of theories on the BIS. We expect participants will have an increased focus on the contagious symptoms displayed in the sick pictures, and will thus have a decreased memory for peripheral details as compared to healthy or neutral images.
Student(s):
Bridgette Stewart, Justis Hamilton
Faculty Mentor:
Dr. Andrea Sell
The Effects of Media on Memory
Many college students will study or read content and then “take a break” and go on social media or look up entertainment videos. In this study, we explored how “taking a break” affects one’s focus of memory, recall, and the accuracy of that memory recall. We hypothesized that watching entertainment would have a negative effect on memory of fiction such that people will remember less of what they read. To test this, we randomly assigned subjects to two of the following conditions, in the first students watched a media entertainment video in between tasks, while in the second condition students completed the tasks without interruption. All subjects read the same short story and answered the same questions about the short story. Results will be discussed in terms of research on attention, focus, and academic performance. This study is important because it will show how poor working and/or study habits can impair how much knowledge an individual retains which hinders their future performance in a job or in an academic setting.
Student(s):
Julia Westman
Faculty Mentor:
Dr. Sharon Docter
The Effects of Media Fragmentation on News Exposure
Technological advances in recent years have transformed mainstream media and contributed to the evolution of a highly fragmented and heterogeneous media landscape. The unprecedented rate at which media is produced has led to an abundance of media choice, allowing audiences to be more selective in their consumption of news. As the media has undergone fragmententation, news outlets have adapted to an approach of reporting that results in slanted and biased news coverage. Research has indicated that some news outlets have more accurately informed audiences relative to others. To understand the effects of media fragmentation on news exposure, this study looks at how three different news outlets covered the Las Vegas massacre in the three days following the tragedy, and examines instances of divergency in coverage of the topic. The study was conducted by carrying out a content analysis, combining both quantitative and qualitative approaches to examine if the news sources exhibited any of the three basic types of media bias, including statement bias (favoring of coverage in one direction), coverage bias (amount of coverage of a specific topic/issue) and gatekeeping bias (coverage of certain stories over others). Preliminary results show that Fox News exhibited more media bias than the New York Times and Wall Street Journal. Fox News exhibited significantly more coverage compared to other news outlets (coverage bias) and emphasized different news-values relative to the New York Times and Wall Street Journal (gatekeeping bias). In addition, Fox News exhibited more statement bias in its coverage of the shooting.
Student(s):
Laura Willits
Faculty Mentor:
Dr. Jennifer Marshall
Is the United States Incentivizing Violence to Fame-Seeking Mass Shooters?
Mass shooters are becoming are the new, true, reality television stars. Violence may be a key to fame. Over the past 50 years, popular media such as People magazine have steadily featured more criminals on covers rather than solely celebrities. News stations have extended coverage of mass shootings, detailing the name, face, and back story of the shooter. Overnight, the shooter becomes a media sensation, blurring the line between fame and infamy. Recently, the rise of social media and reality television have set the tone that anyone can attract mass attention. Instead of gaining fame through talent, those that are aggressive, loud, and proud are rewarded with fame. Today, due to the media’s focus on non-traditional celebrities, you can commit a crime and still essentially reap the same fame benefits. With the ease of buying a gun in the United States, fame is closer than ever for those narcissistic individuals hyper-focused on celebrity status with violent tendencies and a feeling of social isolation. Since this topic bridges multiple disciplines from criminology to psychology, the purpose of this study will be to synthesize the wide-ranging research available through a literature review.
Student(s):
Jahleel Xhamilton
Faculty Mentor:
Dr. Marylie Gerson
The Role of Emotional Aroual and Introspection on Friendship Desirability
This study looked at the role emotional arousal and perceived introspection type play in one’s preferred friendship. Are there qualities of introspection that are preferred over others? Does one’s state of emotional arousal affect the desirability or preference of certain characteristics in a potential friend? The purpose of this study was to provide insight on those two questions. The study involved a 2 x 3 factorial experimental design. Participants volunteered to take an online study and were randomly assigned to one of two different conditions. In one condition, a video was shown in order to increase emotional arousal. The other condition showed a video with the purpose of decreasing emotional arousal. Participants were then randomly assigned to see one of three character profiles. The character profiles each emphasized a different quality of introspectiveness (introspective thought, introspective feeling, or non-introspective). They completed a questionnaire to rate the desirability of starting a friendship with the character profile presented. I predicted that participants in the high emotional arousal condition would show greater desire for a friendship with a profile showing either introspective thought or introspective feeling, than with a non-introspective character profile. I also predicted that participants in the low emotional arousal condition would show a greater desire for a friendship with a non-introspective profile than with either introspective profile.