The purpose of this study was to examine various aspects of Millennials' attitudes related to their beliefs about the United States and in the context of their personal, career, and family goals and ethnic identity. Another purpose of this study was to determine if selected personality variables would predict attitudes toward the United States. It was found that Millennials who held positive attitudes toward the United States in terms of being a viable country for them also had relatively clear and developed personal, career, and family goals. Moreover, three personality variables—resiliency, optimism, and (inversely) cynicism significantly contributed to Millennials' views of the United States. Last, ethnic identity—strong feelings of attachment and loyalty to one's ethnicity—correlated in various ways with both attitudes toward the United States and the belief that the United States is oppressive toward minorities. Those observed correlations varied depending on the specific ethnicity (non-Hispanic Whites who strongly identified with their ethnicity were less likely to consider the United States a discriminatory country toward minorities, whereas Hispanics, African Americans, and Asian Americans who identified strongly with their ethnicity were more likely to view the United States as oppressive toward minorities. More research is recommended to clarify and elucidate some of the obtained findings in this study.

<p>Successful navigation requires an accurate mental spatial representation of the environment that can be updated during movement. Experiments with animals and humans have demonstrated the existence of two forms of spatial representation: egocentric (observer-centered) and allocentric (environment-centered). Unfortunately, specifically how humans use these two systems is not well understood. The current dissertation was focused on providing evidence differentiating human use of egocentric and allocentric spatial reference frames, specifically examining the characteristics and contributions from body-based sources. Two empirical chapters are presented that include experiments involving two common spatial tasks. In Chapter 2, updating of feature relations within a room-sized environment was examined by having observers provide directional judgments to learned features with respect to an imagined orientation that was either congruent or incongruent with their physical orientation. The information available for updating the physical orientation was manipulated across experiments. Performance differences between congruent and incongruent conditions demonstrated the reliance on egocentric representations for updating, and differentiated body- and knowledge-based components of the egocentric updating process. The specificity of the body-based component was examined in Chapter 3 by having observers detect changes made to a tabletop spatial scene following a viewpoint shift resulting from their movement, scene rotation or both. The relation between the extent of observer movement and the magnitude of the experienced viewpoint shift was manipulated. Change detection performance was best when the extent of observer movement most closely matched the viewpoint shift, and declined as the match declined. Thus, body-based cues contributed specific information for updating self-to-feature relations that facilitated scene recognition. Throughout the course of the research program it has become clear that humans rely on egocentric representations to complete these tasks, and sensory and motor modalities involved in self-motion are integrated for updating spatial relations of novel environments.</p> / Doctor of Philosophy (PhD)

<p>Developing bat pups produce distinct vocalizations called isolation calls (I‐calls) that serve to attract the bat’s mother. How individual pups shift their vocalizations from I‐calls to downward frequency modulated (FM) sweeps during development remains unclear. By recording individual bat pups from the day of birth to twenty‐five days postnatal we observed behavioural and bioacoustic (temporal and spectral) changes in pup calls. Temporal characteristics examined were call duration and call rate; spectral characteristics were minimum frequency, maximum frequency, peak spectral frequency, total signal bandwidth, maximum frequency of the fundamental acoustic element and bandwidth of the fundamental. I‐calls were produced only until a certain point in development, after which pups change from emitting long‐duration, tonal I‐calls to downward FM signals and eventually short‐duration biosonar vocalizations. We discovered additional spectral changes in the harmonic structure of pup calls, with the number of harmonic elements decreasing with age. We also recorded pup vocalizations during prolonged separation from their mothers to determine if extended isolation alters the type, number or acoustic structure of emitted vocalizations. Rate of calling was influenced by prolonged separation; younger pups had higher calling rates and called longer than older pups. We also compared temporal and spectral characteristics of spontaneous and provoked calls. We found that provoked calls were more similar to vocalizations produced by younger pups. By documenting the vocal behaviour and acoustic structure of pups calling in different situations, this research provides groundwork for further studies on the ontogeny and development of FM vocalizations in bats and other mammals.</p> / Master of Science (MSc)

<p>The four decades which followed the publication of Charles Darwin•s The Origin of Species in 1859 saw the concept of evolution spread throughout the sciences. and indeed into virtually every field of intellectual inquiry. In literature, evolutionary concepts gave rise, broadly speaking, to two kinds of writing: discursive and associative. The actual debate which erupted upon publication of Darwin•s theory of natural selection quickly gave rise to a large body of discursive literature in which the ramifications of evolutionary theory were examined. Undoubtedly this discursive prose influenced scientists and non-scientific readers alike, and helped to make Darwinian concepts a part of our culture. This thesis provides evidence that Canadian writers took part in the debate on evolution, producing a body of discursive prose, and it also shows that Canadian imaginative literature has been affected by that debate in significant ways.</p> <p>Four of the eight writers dealt with in this thesis wrote non-fictional prose. Daniel Wilson (1816-1892; ethnologist and literary critic) and William Dawson (18201899); geologist and paleontologist) are authors of critiques of Darwinism in which their individual scientific interests play important roles. Goldwin Smith {1823-1910; historian and journalist) and William LeSueur (1840-1917; social critic) direct their rationalistic arguments at the social implications of science.</p> <p>Imaginative literature in which evolution shows important influence appeared in Canada with the Confederation poets. Poetry by three of them --Charles G. D. Roberts (1861-1945}, Archibald Lampman {1861-1899) and Wilfred Campbell {1858-1918)· --is discussed in the thesis. In their poetry there is certainly an effort to define man in the light of the new scientific knowledge, and also a marked tendency to see the idealistic possibilities inherent in evolution. On the other hand, the fiction of Charles G. D. Roberts focuses on the realistic aspects of Darwinism.</p> <p>The culminating figure in this thesis is E. J. Pratt. The influence of the earlier literature of evolution is evident in Pratt's poetry. His scientific orientation which appears in his fascination with mechanism in nature and man, and in his use of scientific terms and imagery --strongly suggests the influence of the debate on evolution, and of wilderness literature such as Roberts' fiction.</p> <p>In terms of the structure of the thesis, the seven chapter divisions set off individual studies which depend for the most part on primary sources, and which are held together by a common theme. The chapters are further related by the evidence they provide for the existence of an imaginative continuum, according to which "writers are conditioned in their attitudes by their predecessors, or by the cultural climate of their predecessors, whether 1 there is conscious influence or not".</p> <p>The specifically Canadian dimension observed in the literature of evolution analyzed here derives from that activity of the· imagination which seeks to create a unified vision of reality. The associative literature in particular presents a world in which the specific physical environment merges with the intellectual framework in which the debate on evolution was conducted. Thus, although there is nothing specifically Canadian about evolutionary theory, evolutionary concepts have become important to Canadian literature.</p> / Doctor of Philosophy (PhD)

<p dir="ltr">Recent years have brought significant advances in interventions for developmental disabilities, emphasizing family-centered strategies and highlighting the importance of sociocultural context and family structures for providing context-specific interventions. Despite these advances, many families continue to struggle with understanding or accepting developmental disabilities, complicating intervention progress. This complexity is exacerbated for racially and ethnically diverse caregivers adapting to a new culture, as cultural differences influence how disabilities are perceived and managed.</p><p dir="ltr">This dissertation investigates the role of culture in the experiences of diverse caregivers of children with developmental disabilities. Guided by Bronfenbrenner’s bioecological systems theory and Berry’s acculturation theory, it examines how cultural adaptation impacts caregiving. Study 1 captures caregivers' lived experiences, revealing the dual challenges of stigma and negative community attitudes. Despite these obstacles, their resilience shines through, supported by culturally sensitive coaches. Study 2 examines the relationship between caregivers' acculturation strategies and parenting stress, finding that marginalization and separation increase stress, while integration and assimilation do not significantly impact it. Notably, longer residency in the U.S. correlates with lower satisfaction with interventions, regardless of acculturation strategies.</p><p dir="ltr">These findings underscore the urgent need for culturally sensitive support systems and the establishment of trustful relationships between service providers and caregivers. Recommendations include the involvement of translators, educators, and community resources to deliver holistic, culturally attuned support. Policymakers are urged to design flexible programs that cater to the unique needs of diverse families, enhancing their interaction with healthcare services and interventions.</p><p dir="ltr">In essence, this dissertation underscores the critical role of cultural context in shaping caregiving experiences. It passionately argues for a comprehensive support approach that embraces the rich diversity and distinct challenges faced by caregivers, paving the way for more effective and empathetic care strategies.</p><p><br></p>

<p dir="ltr">Sexual harassment remains prevalent, underscoring the urgent need for an updated approach to training aimed at reducing its occurrence. Previous studies have revealed that interventions focusing on elements of empathy, such as empathetic concern and perspective-taking, have been effective in diminishing antisocial attitudes like prejudice (Galinsky & Moskowitz, 2000; Levin et al., 2016; Paluck & Green, 2009). Thus, I suggest that cultivating empathy and perspective-taking may target the root cause of sexual harassment by disrupting the mechanisms that sustain its prevalence. The current study uses a 3 (training modality: Empathy Video Plus Exercises, Empathy Video, Control Video) × 2 (gender: Female and Male) between-subjects research design to investigate the effectiveness of empathy training, encompassing a ten-minute video and perspective-taking exercises, in fostering empathy toward targets of sexual harassment. The empathy video features a Ph.D. graduate student, "Diana," recounting her experiences with sexual harassment, based on a true story and portrayed by a professional actor. Participants engaged in perspective-taking exercises where they described the harassment experience from Diana's perspective and identified short and long-term consequences of experiencing sexual harassment. As anticipated, empathy training significantly increased feelings of empathy, aligning with the findings of Bolinger et al. (2023). Empathy training also significantly increased feelings of personal distress. This heightened feeling of empathy and personal distress subsequently bolstered intentions to engage in bystander intervention and supportive behaviors. However, empathy training did not yield a significant impact on reducing the acceptance of sexual harassment myths. Lastly, empathy training did not diminish intentions among men to engage in sex-based harassment. These findings underscore both the potential and limitations of empathy training in addressing attitudes and behaviors related to sexual harassment.</p>

The goal of this study was to determine the relationship between creative activity and physiological symptoms of anxiety. It was hypothesized that an increase in participation in creative activity would be related to a decrease in physiological symptoms. For this study, 250 participants were recruited through social media and SONA, and were prompted to complete surveys reporting how frequently they engaged in creative activities and the degree to which they experienced physiological symptoms. Results found that there was a significant relationship between two of the variables of interest (arts and crafts and sports) and somatic symptoms. Participants who reported higher activity in sports reported lower somatic symptoms, but those who reported higher activity in arts and crafts also reported higher somatic symptoms. The results pertaining to arts and crafts and somatic symptoms go against the hypothesis, suggesting that participation in arts and crafts can result in a higher amount of somatic symptoms of anxiety.

The low graduation rate of degree-seeking students at public community colleges is an important crisis facing communities across the United States. College satisfaction and withdrawal cognitions in students have been identified as key factors in college persistence by researchers. However, a review of the literature revealed no study in which a college-persistence intervention based on the personalization principle theory or using tailored messages has been conducted. The purpose of this study was to test the effectiveness of a college-persistence intervention, based on the personalization principle theory and Mashburn's theory, for students at a community college. This study used between-groups experimental research design and employed a nonprobability convenience sample comprising 108 college students at a regionally accredited public community college in the United States. Random assignment to 1 of 3 groups, including 2 experimental groups and 1 no-message control group, was conducted. The 2 experimental groups were the personalization-based tailored instructional messages and generalized instructional messages groups. A one-way MANOVA indicated that there was no significant difference in the college satisfaction and withdrawal cognitions of students in the experimental and control groups. A chi-square test of independence also indicated that there was no significant association between intervention type (personalization-based tailored instructional message, generalized instructional message, and no-message control) and college persistence. This study provides educators with a basis for social change with the debut of a prototype intervention that may be replicated and extended in future research to help students earn a college degree.

Alcohol-impaired driving is a major cause of motor vehicle accident and death in the United States. People who are arrested for DUI (Driving under the Influence) are at high risk to reoffend; approximately one in three of these individuals will commit another DUI offense in the three years following their first conviction (Nochajski & Stasiewicz, 2006). This high risk for recidivism in these individuals suggests that cognitive characteristics may contribute to a pattern of pathological decision making leading to impaired driving. Indeed, individuals with a history of DUI report higher rates of impulsiveness and behavioral dysregulation compared to their nonoffending peers. Relatively little research, however, has used laboratory methods to identify the specific behavioral characteristics, such as poor inhibitory control or heightened sensitivity to immediate reward, which may differentiate DUI offenders from nonoffenders. Further, little is known about how individuals with a history of DUI respond following an acute dose of alcohol. Study 1 examined impulsivity in 20 adults with a recent DUI conviction and 20 adults with no history of DUI using self-report and behavioral measures of impulsivity. This study also used a novel decision-making paradigm to examine how different levels of risk and reward influenced the decision to drive after drinking in both groups. Results of this study found that DUI offenders did not differ from controls in their performance on behavioral measures of impulsivity. They did, however, report higher levels of impulsivity and demonstrated a greater willingness to tolerate higher levels of risk for more modest rewards. Study 2 examined the acute effects of alcohol and expectancy manipulation on driving performance and decision making in the same group of participants. Neither alcohol nor expectancy manipulation exerted a systematic effect on decision making in either group. Alcohol impaired driving performance equally in both groups, but the DUI group perceived themselves as less impaired by alcohol. Expectancy manipulation eliminated this group difference in perceived driving ability. Taken together, these findings identify processes that risk of impaired driving in DUI offenders. They may perceive themselves as less impaired by alcohol, leading to risky decision making when drinking. Expectancy manipulation may be a viable method of reducing risky decision making in DUI offenders.

Alcohol intoxication represents one situation an individual might increase their amount of risk taking when driving. This dissertation is comprised of three studies that investigate the mechanisms by which alcohol increases driver risk-taking. Study 1 examined the effect of alcohol on driver risk-taking using a proxemics approach. The study also tested whether alcohol-induced increases in risky driving co-occurred with pronounced impairment in the driver’s skill. The study also examined whether the most disinhibited drivers were also the riskiest. Indeed, alcohol increased driver risk-taking and impaired driving skill. The study also revealed risky driving can be dissociable from impairing effects on driver skill and that poor inhibitory control is selectively related to elevated risky driving. Studies 2 and 3 built on this work by addressing whether the apparent dissociation between behavioral measures of driver risk and skill was mediated by perceptions the drivers held. While maintaining the distinction between driver risk and skill, Study 2 tested the relationship between drivers’ BAC estimations and their tendency to take risks on the roadway. Drivers who estimated their BAC to be lower were the riskiest drivers following both alcohol and placebo. Study 3 addressed whether risky driving could be increased by environmental factors that shape perceptions the driver holds. There is evidence post-licensure training programs might inadvertently generate overconfidence in drivers’ perceived ability to operate a motor vehicle and thus fail to perceive dangers normally associated with risky driving behavior. To test this hypothesis, twenty-four drivers received either advanced skill training or no training in a driving simulator. Drivers who received skill training showed increased risky driving under alcohol whereas those who received no training tended to decrease their risk taking. Trained drivers also self-reported more confidence in their driving ability. Taken together, these studies represent a large step towards the betterment of laboratory-based models of driving behavior. The work highlights the importance of distinguishing between driver risk-taking and driving skill. The studies also identified that drivers’ personal beliefs influence alcohol-induced risky driving; this suggests training programs focused on correcting drivers’ misconceptions might be most efficacious in reducing their risk taking on the roadway.