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This three-essay dissertation extends previous research on social influence and examines social influence’s impact on consumption, particularly in the contexts of collective goals and brand preferences. Essay 1 focuses on collective marketing campaigns, which are not shared equally by all customers. Two studies demonstrate that the framing of collective progress in such campaigns can broaden participation by highlighting the large area of progress toward the goal, emphasizing progress achieved for campaigns in their late stages and progress remaining in their early stages. Essay 2 examines the effects of brand age on consumer preferences and choices. Six studies demonstrate that consumers’ preferences for younger brands increase with perceptions of product category innovativeness or the extent to which the product category is perceived to have evolved and is likely to evolve in the future. Findings reveal that younger (vs. established) brands are likely to be preferred when perceptions of product category innovativeness are high (vs. low). Essay 3 examines the effects of perceptions of product category innovativeness and consumer traits, such as novelty seeking and need for uniqueness, on consumers’ preference for young versus established brands. This dissertation provides theoretical and managerial contributions. / Business Administration/Marketing

This feasibility study examined if adolescents (n=14) ages 10-14 who were assigned to an emotional support classroom could learn the principles of gratitude through a teacher taught gratitude curriculum. I was interested in the following research questions: (1) Can the Froh curriculum be implemented with fidelity in an adolescent ES class? (2) When implemented with fidelity, does the curriculum result in adolescents in ES classes learning gratitude skills? (3) Does the curriculum lead to increases in gratitude and pro-social behavior as measured by independent scales? (4) How do students feel about the curriculum? The results were that the fidelity measure yield 100% and students scored an average of 78% on the lesson posttests indicating that they had a basic understanding of the content. A significant result was found using a paired samples t-test and a non-parametric Wilcoxin test for the Gratitude Questionnaire (GQ-6) p = .019, and the strengths and difficulties questionnaire (SDQ) pro-social behavior subscale score p = .002 from pre to post-testing. The Gratitude Intervention Rating Scale: Post Implementation, results showed that students felt they learned the lessons. The students felt that their teacher should use the curriculum with other students because they felt it helped them in their daily lives. Overall, the results indicated that it is feasible to use Froh’s (2014) gratitude curriculum with students assigned to an emotional support classroom. / Educational Psychology

Made available in DSpace on 2016-04-26T20:24:10Z (GMT). No. of bitstreams: 1 Eduardo Jose da Fonseca Costa.pdf: 1263073 bytes, checksum: 5e0088ac0a9fdf2802c5b0844e006375 (MD5) Previous issue date: 2016-02-15 / Impartiality is essential to jurisdiction, and among other things, it guarantees the parties and the maintenance of democracy itself. The procedural law systems currently in force in Brazil need to walk in opposite direction to the path they are actually taking in order for it to be minimally guarded, that is, regarding subjective impartiality specifically. These systems have already been feeding the cognitive bias factors of the adjudicative decision-makers and, therefore, feeding a breach of its systemic and unconscious biases. In this sense, the present work proposes a legislative reform, offering a precautionary model of lege ferenda inspired in algorithmic strategies based on the latest findings of a new discipline increasingly thriving in Anglo-Saxon countries, Israel and Western Europe called Behavioral Law and Economics (resulting from a fusion of law, cognitive psychology and behavioral economics). Hence the reason it is a legal enginnering work. Now, assuming that any decision maker is equipped with a bounded rationality (not to be confused with actual irrationality ), these techniques seek to undo or to isolate the effects of the so-called cognitive biases , which are mere shortcuts predictable and therefore, preventable which the human mind develops in order to make decisions from complex information under situations of uncertainty. Thus, the major cognitive illusions which affect the adjudicative decision-makers (representativeness bias, anchoring-and-adjustment bias, confirmation bias and in-group bias) were studied along with the procedural standards better suited to neutralize or eliminate these biases. Nevertheless, the proposed model is open to new discoveries that may occur regarding this matter. However, even in the case of a lege ferenda model, one can from it criticize de lege lata of the Brazilian Positive Law and demonstrate that many of the common biased practices in daily forensic activities could have already been confronted / A imparcialidade, sendo nota essencial à jurisdição, é dentre outras coisas garantia das partes e da própria manutenção da Democracia. No que concerne especificamente à imparcialidade subjetiva, para que seja minimamente resguardada, é preciso que os sistemas de direito processual atualmente vigentes no Brasil caminhem em sentido oposto ao rumo que estão tomando, já que têm alimentado fatores de enviesamento cognitivo dos julgadores e, portanto, uma quebra inconsciente e sistêmica de suas imparcialidades. Nesse sentido, o presente trabalho propõe uma reforma legislativa, oferecendo um modelo precaucional de lege ferenda inspirado em estratégias algorítmicas fundadas nas mais recentes descobertas de uma nova disciplina cada vez mais pujante em países anglo-saxões, Israel e Europa Ocidental chamada Behavioral Law & Economics (resultante de uma fusão entre Direito, Psicologia Cognitiva e Economia Comportamental). Daí por que se trata de um trabalho de engenharia jurídica. Ora, partindo da premissa de que todo e qualquer tomador de decisão é provido de uma racionalidade limitada (que não se confunde propriamente com irracionalidade ), essas técnicas buscam desfazer ou isolar os efeitos dos chamados vieses cognitivos , que nada mais são do que atalhos simplificadores previsíveis e, portanto, evitáveis que a mente humana desenvolve para tomar decisões a partir de informações complexas sob situação de incerteza. Assim sendo, estudar-se-ão as principais ilusões cognitivas que acometem os julgadores (viés de representatividade, viés de ancoragem e ajustamento, viés de confirmação e viés de grupo) e as normas processuais mais adequadas à neutralização, mitigação ou à eliminação desses vieses. Não obstante, o modelo proposto é aberto às novas descobertas que vierem porventura a ocorrer nessa matéria. Todavia, ainda que se trate de um modelo de lege ferenda, a partir dele se podem tecer críticas de lege lata ao direito positivo brasileiro e demonstrar que muitas das práticas enviesantes corriqueiras no dia a dia forense já poderiam estar sendo combatidas

xiv, 145 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / As an increasing number of studies document the link between the development of student academic and social behavior, there is a growing need to create and evaluate interventions that address both types of skill development in school contexts. It is of particular importance to focus on interventions that improve the learning environment to maximize student success. The Good Behavior Game (TGBG) is an example of a research-based intervention that can be easily modified and implemented in conjunction with academic interventions to maximize effectiveness of student supports. The present study focused on the development and implementation of a modified version of TGBG implemented during the delivery of a secondary level early literacy intervention for students at-risk for reading difficulties. Specifically, this study examined whether instructional assistants' implementation of TGBG was functionally related to changes in student and instructor outcomes. The student outcomes assessed were (1) problem behavior, (2) academic engagement, and (3) pre-literacy skill development. The instructor outcomes assessed were provision of opportunities to respond to instruction, specific praise, and corrective statements for student social behavior. Data were also collected on fidelity of implementation, contextual fit, and social validity of TGBG. A concurrent multiple baseline design across five instructional reading groups was used to evaluate effects of TGBG. Results indicated that TGBG was functionally related to reductions in student problem behavior. In addition, a functional relation was established between implementation of TGBG and increases in instructor provision of specific praise statements and decreases in provision of corrective statements. Academic engagement and provision of opportunities to respond remained high and stable throughout the study. Pre-literacy trajectories did not appear to be functionally related to TGBG implementation; however, this may have been due to the short timeframe of the study. Instructional assistants implementing TGBG as well as students participating in TGBG rated it positively. Conceptual, practical, and future research implications are discussed. / Committee in charge: Cynthia Anderson, Co-Chairperson, Special Education and Clinical Sciences; Elizabeth Ham, Co-Chairperson, Special Education and Clinical Sciences; Robert Horner, Member, Special Education and Clinical Sciences; Marjorie Woollacott, Outside Member, Human Physiology

While many jokes and sales of specialty merchandise have been made that make light of consumers who frequently shop and buy (e.g., "When the going gets tough, the tough go shopping," or "I am a shopaholic"), for 18 million Americans suffering from compulsive buying, the process of shopping and buying has caused their lives to literally go out of control. The outcomes of this disease for individuals, families, and business are all negative. In a marketing era of social responsibility, if marketers either knowingly or unknowingly encourage increased consumption among compulsive buyers, potential negative outcomes stand to impact others well beyond the span of the personal psychological and financial situations of individual consumers. The purpose of this study was to explore in depth the structures of human consciousness of compulsive buyers by employing the qualitative research tradition of phenomenology. The study was framed by the social constructivist paradigm where my emphasis was on understanding how the essence of each individual consumer's sense of reality was shaped by her/his particular circumstances and lived experiences. From a theoretical perspective, the study offers an integrated framework by bringing together diverse constructs/data themes from previous research in the fields of psychiatry, psychology, sociology, and marketing. Personality antecedents and short- and long-term consequences of compulsive buying were presented in the framework. The study's research question was, "What are the essential structures of the lived experiences of compulsive buyers?" A criterion-purposive sample, where all participants currently experience or have experienced the phenomenon of compulsive buying, was selected. Data collection and analysis were performed from prolonged engagement at Debtors Anonymous meetings over a 12-month period, plus in-depth interviews from six volunteer participants. Individual participant models of compulsive buying were constructed and juxtaposed against the original theoretical model. Data theme frequencies across participants were tabulated and discussed for comparisons against the theoretical model. Results indicated that while each participant's lived experience of the disease shared most theoretical themes identified by previous research, participants also revealed additional data themes unique to her/him. Marketing implications and recommendations for improved marketing strategy were offered.

Large-scale voting usability problems have changed the outcomes of several recent elections. The 2006 election in Sarasota County, Florida was one such incident, where the number of votes lost was nearly 50 times greater than the margin of victory for the US Representative race. Multiple hypotheses were proposed to explain this incident, with prevailing theories focused on malicious software, touchscreen miscalibration or poor ballot design, Study I aimed to empirically determine whether Sarasota voters unintentionally skipped the critical US Representative race due to poor ballot design. The Sarasota ballot was replicated initially, then header highlighting and number of races presented on the first screen were manipulated. While the presentation of multiple races had a significant effect on undervotes in the US Representative race, header highlighting did not. Nearly 20% of all voters (27 of 137) skipped the race their first time on that screen, an even greater undervote rate than that originally seen in Sarasota. In conjunction with other research, Study I results strongly suggests that the 2006 Sarasota election was almost certainly a human factors problem. A cognitive model of human voters was developed based on Study I data. Model predictions were then compared with behavioral data from Study 2, in which participants voted on a replica of the Charlotte County, Florida 2006 ballot.

[pt] O direito à felicidade vem, recentemente, ganhando destaque dentro do universo jurídico brasileiro. Sua relevância ganhou uma dimensão ainda maior com a apresentação de duas Propostas de Emenda à Constituição (n.º 19 e 513, de 2010) que tiveram como objetivo inclui-lo no rol de direitos fundamentais. Apesar do arquivamento destas PECs, o posicionamento que vem ganhando destaque entre os juristas brasileiros é que o direito à felicidade está implícito em nosso ordenamento. Entretanto, isso pode não ser benéfico para o ordenamento jurídico, tendo em vista as pesquisas recentes produzidas pela filosofia experimental e pela psicologia comportamental. As primeiras demonstram que o conceito ordinário de felicidade, além de capturar o estado psicológico do agente, possui – diferentemente do esperado – um componente valorativo; enquanto as segundas demonstram que as pessoas, de maneira sistemática, falham em prever ou escolher (caso tenham previsto) aquilo que maximiza sua felicidade. Partindo dessas contribuições, trabalha-se com três hipóteses: (1) O conceito de felicidade, por ser simultaneamente psicológico e valorativo, é bastante variável em virtude da concepção moral de cada sujeito, o que pode trazer resultados negativos para a tomada de decisão judicial; (2) Os diferentes vieses aos quais os indivíduos estão sujeitos no momento de avaliar o que lhes traz mais felicidade podem gerar resultados contrários ao esperado em casos juridicamente relevantes; e (3) Devido às limitações impostas a todos os sujeitos, é prejudicial para o direito a positivação do direito à felicidade. A partir da utilização de uma metodologia tanto bibliográfica quanto experimental, foi possível comprovar as duas primeiras hipóteses da pesquisa, além de terem sido encontrados fortes indícios de que a terceira também está correta. Conclui-se que não vale a pena para o ordenamento jurídico, ao menos no atual cenário jurídico brasileiro, positivar o direito à felicidade às custas da assunção de riscos possivelmente desastrosos para o direito. / [en] The right to happiness has recently gained relevance in Brazil s Constitutional Law debate, mostly because of two Proposed Constitutional Amendments aiming to constitutionalize such right. Even though such amendments did not pass, most legal scholars have adopted the position that the right to happiness is implicit in our legal system. However, this might not be beneficial for the legal system, when taken into consideration the recent finding from the fields of experimental philosophy and behavioral psychology. Research from the former demonstrates that the ordinary concept of happiness, besides capturing the psychological states of an agent, captures – unexpectedly – moral evaluations; while research from the latter demonstrates that people, systematically, fail in predicting and making decisions (if they had predicted) that maximize their happiness. From this point, the research attempts to prove three hypotheses: (1) the concept of happiness, because of its psychological and evaluative components, is highly variable due to the moral conceptions of each subject, what might implicate in negative results for cases based on its grounds; (2) The different types of biases that affect people s decision on what makes them happier might lead to results contrary to the expected in legally relevant cases; (3) Due to the limitations imposed to all people, the insertion of the right to happiness might be extremely harmful to the legal system. With the use of a bibliographical and experimental methodology, it was possible to prove the first two hypotheses presented, as well as to find reliable grounds that point toward the correctness of the third. Therefore, the work concludes that, at least in Brazil s current legal scenario, it is not worth constitutionalizing the right to happiness if this means taking the risks of producing possibly disastrous results for the legal system.

xv, 149 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / The present study examined the initial and follow-up effect of Strong Kids , a social and emotional learning (SEL) curriculum, among a sample of 106 third and fourth graders. Students were assigned by classroom to either the treatment or wait-list condition, and completed questionnaires on SEL knowledge ( Strong Kids Knowledge test) and perceived use of SEL skills (the Coping Scale, Social and Emotional Assets and Resiliency Scale) across 3 assessment periods (pre-testing, post-testing, and follow-up). The classroom teachers also completed a social functioning questionnaire (the School Social Behavior Scales-2nd edition) on each student at each assessment period. The classroom teachers implemented 12 weekly lessons across a 3-month time period and 1 booster session approximately 1 month after the last lesson. They also promoted generalization of SEL skills by providing praise and pre-correction to students on the SEL skills they were learning. Analyses revealed that the treatment group had greater positive gains across all of the dependent measures from pre-test to post-test. These gains maintained at the 2-month follow-up period, providing preliminary evidence of the preventative quality of SK . The results are discussed within the broader framework of a three-tiered model of support for SEL, and the possibility of using SK as a universal level of support within school. / Committee in charge: Kenneth Merrell, Chairperson, Special Education and Clinical Sciences; Robert Horner, Member, Special Education and Clinical Sciences; Tary Tobin, Member, Special Education and Clinical Sciences; Lynn Kahle, Outside Member, Marketing

xiii, 126 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / Given the staggering prevalence of 12-22% of school children with mental health problems and the paucity of effective mental health services available, it is essential that professionals examine alternative methods for providing social and emotional support to children (Greenberg, Bumbarger, & Domitrovich, 2001). Rather than continuing with a service delivery approach that is reactive, fragmented, and inefficient, professionals are called to consider a more preventive approach that ensures the health of all children. A public health model of intervention can provide a conceptual framework for mental health service delivery in its aim to serve an entire population and to provide multi-tiered support (universal, targeted, indicated) that increases in intensity based on the needs of individual persons (Coie et al, 2000). Members of the Oregon Resiliency Project, a research effort at the University of Oregon, have spent the last several years developing one such set of SEL curricula, appropriate for children in grades pre-k-12, the Strong Kids programs, Strong Start: K-2 , (Merrell, Parisi, & Whitcomb, 2007), is a component of Strong Kids , developmentally applicable to kindergarten through second grade students. The purpose of this study was to implement a pilot or feasibility study that examined the impact of Strong Start on first grade students' social-emotional knowledge skills, with a particular emphasis on emotion knowledge, social behavior and affect. Pretest data collection of Strong Start began in Fall 2007 in 4 classrooms in a suburban, northwestern school district. Implementation of the intervention occurred in Winter 2008 and posttest data were gathered in Spring 2008. Results indicated that Strong Start was implemented with integrity, and that significant increases in students' knowledge about emotion situations and significant decreases in students' internalizing behaviors were associated with exposure to the program. Limitations of this study as well as directions for future research are discussed. / Committee in charge: Kenneth Merrell, Chairperson, Special Education and Clinical Sciences; Cynthia Anderson, Member, Special Education and Clinical Sciences; Elizabeth Stormshak, Member, Counseling Psychology and Human Services; John Seeley, Member, not from U of 0; Sara Hodges, Outside Member, Psychology