Nairne, Thompson, and Pandeirada (2007) have focused on the evolutionary aspect of memory by showing that when participants rate words relative to their relationship to survival, their subsequent retention of those words is superior to other well-known encoding techniques. Survival processing was induced using a written scenario of being stranded in grasslands that participants read. Several other experiments have replicated their findings, and some incorporated the Deese–Roediger–McDermott (DRM) paradigm with survival-processing (Roediger, & McDermott, 1995). The use of DRM word lists has been shown to increase rates of false memories, and the same pattern held true with the original grassland scenario. The current experiment was designed to illustrate the adaptive memory effect in situations that humans presently experience on a common basis. The grasslands scenario was compared with two other modern scenarios. Furthermore, effect of survival processing on false memory was assessed using both DRM narratives and word lists. Most results support previous findings of the processing advantage elicited by the grassland scenario. However, words rated for relevancy to the non-survival related modern scenario were recalled more often than words from the other two scenarios. As expected, participants’ false and veridical memory was greater in the narrative condition compared with the word list condition. The survival-processing advantage does extend beyond word lists to the narrative format, supporting the evolutionary account that humans have selectively tuned cognitive processing. Keywords: memory, adaptive memory, evolution, survival processing, DRM, narrative, false memory, word list

Previous research has shown that exerting self-control on a demanding task can impair performance on a subsequent demanding self-control task. This phenomenon is known as ego-depletion; however, its underlying mechanisms are not well understood. Notable gaps in the literature exist regarding whether participants’ motivation levels can attenuate the depletion effect, and whether trait self-control is related. Drawing from the process model of depletion and the self-determination theory, the goal of the study was to examine whether motivational incentives in the form of autonomy can impact performance on tasks in an ego-depleted state, and the potential relationship of trait self-control. Amazon Mechanical Turk was utilized to conduct this experimental quantitative study with a 2 (ego-depletion: yes or no) x 2 (autonomous reward motivation: incentivized or nonincentivized) between-subjects factorial design. The effects of an autonomous motivational incentive were compared with the effects of no incentive on a convenience sample of online participants (N = 211), half of whom performed a task designed to be depleting of self-control resources, and half of whom performed a non-depleting task instead. Multivariate ANCOVAs showed no significant differences for performance on a subsequent self-control task for any of the experimental groups, and no co-variance of trait self-control was found (as measured by the Brief Self-Control Scale). This study will contribute to social change by increasing understanding of the factors contributing to self-control. This knowledge will be useful to anyone intending to strengthen their own willpower and achieve their goals, and may enable practitioners to better assist clients struggling with addictions and other maladaptive behaviors.

<p>The 3,000-year-old Indian caste system continues to impact the experiences of Indians across the world. Psychological conceptualization and literature with Asian Indians (AIs) in the U.S have largely focused on the experiences of AIs as a marginalized group in the U.S. and within-group experiences such as casteism has not been considered as a framework for analysis, despite its pervasiveness. As counseling psychologists with values of social justice, caste is critical to consider as a unit and framework for analysis in understanding the lived experiences of all AIs in the U.S. This dissertation consists of two parts that are conceptually related to each other. The first chapter reviews historical, socio-political, and psychological factors in the conceptualization of casteism and theorizes Caste Critical Theory (CasteCRIT), which is based in Critical Race Theory. The second chapter assesses AI psychological literature from the lens of CasteCRIT. The empirical study aims to develop and validate a scale to measure casteist beliefs based in the key tenet of CasteCRIT that casteism is endemic. The Caste Beliefs Scale (CBS) is a 15-items scale with a correlational factor model and measures institutional and interpersonal caste beliefs in the U.S. Implications are discussed for future research. </p>

Moral Foundations Theory (MFT) suggests there are five distinct moral dimensions, which define morality as a whole. MFT can be broken down into two groups binding: in group/loyalty, authority/respect, and purity/sanctity-which encompass group morality. Harm/Care, fairness/reciprocity are individualizing dimensions, which highlight individual morality. Recent work has found MFT predicts sociopolitical ideologies, as well as sociopolitical attitudes. In an effort to better understand the existing relationships we investigate MFT as a predictor of sociopolitical parties, and attitudes Right-Wing Authoritarianism (RWA) and Social Dominance Orientation (SDO). We also draw on similarities between Individualism/Collectivism and MFT. Specifically we demonstrate individualizing foundations, and dimensions of individualism predict SDO, where as Binding dimensions and dimensions of Collectivism relate to RWA.

The purpose of the present study was to investigate whether altering an informed consent document (ICD), in ways that either promote or inhibit accessibility, would affect potential participants’ willingness to participate in a child development laboratory-based study. Specifically, I was interested in assessing the willingness to participate of historically underrepresented groups, especially Appalachian caregiver-child dyads. I altered three parameters of a previously approved and employed ICD to explore whether these parameters impacted Appalachian caregivers’ comprehension of the study, willingness to participate, and trust in the researchers. The manipulated parameters included reading level, utilization of illustrative pictures, and inclusion of text-to-speech audio conversions. I utilized a 2x2x2 fully between-subjects factorial design to assess the main and interaction effects of manipulating the ICD reading level, the presence or absence of pictures on the ICD, and the incorporation or non-incorporation of text-to-speech on participants’ comprehension, willingness to participate, and trust in the researcher. One-hundred and twenty-two participants responded to the online survey. After filtering the responses for participants that met inclusion criteria, the sample included 18 primarily White Appalachian caregivers. I conducted a series of independent samples t-tests to evaluate the main effects of the three parameters of accessibility on participant comprehension, willingness to participate, and trust in researchers. The present study revealed one significant effect of reading level on trust in researchers. All other effects were nonsignificant. An investigation of this kind provides new information concerning informed consent design. Future research should further investigate the influence of accessibility in informed consent, namely with larger sample sizes.

Some scholars have formed a more expansive view of knowledge that moves beyond the cognitive notion of intellect. For example, emotional intelligence (EI) theory posits that human intelligence encompasses both cognitive and emotional competencies, providing a framework for the concept of contemplative practices in an endeavor to support an eclectic understanding of cognition. Contemplative practices may benefit graduate student disposition and inform areas of educator preparation through the use of emotional adeptness in higher education. The purpose of this study was to: (a) develop a self-report measure: Scale of Contemplative Practice in Higher Education (SCOPE); (b) address the issues of validity and reliability related to the SCOPE; and (c) expand the understanding of contemplative practices in the literature. Data collected from an extensive review of the literature, reference to personal experiences, and consultation with an expert panel were used to generate scale items. Exploratory and confirmatory factor analyses were conducted to test the factor model. Analyses resulted in a 30-item factor model with strong reliabilities.

Counselor educators are continually improving the quality of their training programs. The purpose of the present study was to investigate counseling students’ practicum experiences and development in community-based and department-based settings. The framework for this study was based on Stoltenberg’s integrated developmental model, which describes stages of counselor development and supervision conditions needed for a learning environment (Stoltenberg & Delworth, 1987; Stoltenberg & McNeill, 2010; Stoltenberg, McNeill, & Delworth, 1998) A nation-wide study was conducted utilizing counselor education practicum students enrolled in programs listed in the CACREP program directory (2008) and Counselor Preparation: Programs, Faculty, Trends (12th ed.; Schweiger, Henderson, Clawson, Collins, & Nuckolls, 2008), and subscribed to three listserves COUNSGRAD, CESNET, and COUNSLINK. A total of 435 responses were collected electronically with a completion rate of 70% (N = 305). The Demographic and Experience Questionnaire and the Supervision Level Questionnaire Revised (SLQ-R) were used. The results of this study indicated that practicum students’ experiences differed in community-based versus department-based settings. Students in department-based settings reported their settings were more structured than did students in community-based settings. Students who rated their settings as more structured also reported they were more satisfied with the amount of structure. Direct supervision modalities were utilized more often in department-based settings than in community-based settings. Students in community-based settings were supervised by licensed professional counselors, licensed professional counselor – supervisors, and licensed clinical social workers. Students in department-based settings were supervised by counseling professors, licensed professional counselors, licensed professional counselor – supervisors, and counseling doctoral students. Despite the differences in structure, supervision modalities, and supervisors, practicum students reported similar experiences in client population types and client issues. Additionally, no differences were found in counseling practicum students’ SLQ-R scores in community-based versus department-based settings, and no differences in students’ SLQ-R scores were found in direct supervision in comparison to indirect supervision. The number of supervision modalities used in practicum settings was not related to students’ SLQ-R scores. Significant relationships were found in two of the sub-scales on the SLQ-R: self and others awareness and autonomy with practicum students’ number of credit hours completed.

The extant literature on the play behavior of youth normalizes adolescent behavior in public space as transgressional, resistant, and in need of social control. The dissertation counters this trend by looking to see if physical qualities, peer effects, and neighborhood context of settings play a deeper role in youth behavior. The study documented urban context, peer effects, physical features, and play behavior across 21 urban settings in New Orleans. Unobtrusive observations employed a highly innovative technique based on YouTube videos and analyzed using hierarchical linear modeling. Coded observations of risk-taking and prosocial behavior demonstrated some stability in behavior amongst adolescents—“youth” ages 12-19—within each site, suggesting that site-specific factors can constrain youth behavior. Yet, more interesting, teens appropriated sites. Specifically, the study found that (a) adolescents consistently adapt play behavior due to settings and (b) that adolescents adapt sites to support play behavior. The latter finding is novel and diverges from normative theory on adolescent behavior by suggesting that teens exercise interdependence when engaging in urban environments away from home and school. Interdependence is a term derived from economics that means mutual dependence upon others for some needs. That adolescents display increased risk-taking behavior in environments with low appropriation and increased prosocial behavior in environments with high appropriation advocates for cities to support adolescent appropriation of urban space.

The empirical investigation of adverse childhood events (ACEs) and their relationship with health and well-being outcomes in later life is increasing. Less is known about factors that may promote resilience for those who have survived such challenges, such as how resilience may be facilitated for those with ACEs residing in a marginalized region such as South Central Appalachia. Multidimensional spirituality, social support, stigma related to ACEs, and Appalachian acculturation may serve as both valid cultural factors and potential indicators of resilience. Cross-sectional, simultaneous multiple regression analysis was performed on data collected from 272 adult patients of a South Central Appalachian based medically assisted treatment (MAT) program utilizing PROCESS macro (Hayes, 2018). Participants were 53.8% male, 94.4% Caucasian, 44.9% aged 35-50 years old, and 63.6% employed. Endorsement of increased spirituality was helpful for those in MAT in South Central Appalachia who self-reported ACEs. However, as one endorsed an increasing number of ACEs, spirituality was no longer salient but instead was associated with worsened health outcomes and lessened hope. The three dimensions of spirituality (Ritualistic, Theistic, and Existential) moderated these relationships in similar but nuanced ways. Social support, on the other hand, improved mental health regardless of ACE score. Stigma and Appalachian acculturation were only related to other variables at the bivariate level but not within the hypothesized moderation model. Our study offers preliminary insight into culturally relevant resilience within South Central Appalachia, however additional investigation is needed to better understand the complex facets of health and well-being outcomes in this marginalized region.

The purpose of this study was to determine whether there is a significant difference in the self concept of Career Level II and III teachers and teachers who are eligible to apply but have not elected to participate in the Career Ladder Program in the public schools of Tennessee. The technique of causal-comparative research was used in this study. The Tennessee Self Concept Scale (TSCS), developed by William Fitts, was selected as the appropriate instrument for use in this study. The TSCS is a versatile instrument that measures ten dimensions related to self concept: total level of self esteem, self criticism, identity, self satisfaction, behavior, physical self, moral-ethical self, personal self, family self, and social self. Demographic data were also collected to obtain information concerning the personal characteristics of the teachers. A total of 1,115 surveys were sent to teachers in the public schools of the seven districts of Tennessee, stratified by whether they were career Level II and III or eligible. A total of 808 useable responses were returned. This sample represented 408 Career Level II and III teachers and 400 eligible teachers. Data analyses and interpretation indicated that statistically significant differences existed between Career Level II and III teachers and eligible teachers on all ten measures of self concept. All the null hypotheses were rejected. Eligible teachers were determined to have a significantly lower total self esteem score when compared to Career Level II and III teachers. Career Level II and III teachers indicated a higher score on all nine subscales, as well as the total self esteem score. However, the self concept scores of eligible teachers were still above the norm group mean. Inspection of Analysis of Variance (ANOVA) results revealed that no significant differences in mean total self esteem by educational level were found. One-Way Analysis of Variance (ANOVA) for mean total self esteem by age, followed by a Scheffe's post hoc multiple comparison test, indicated individuals aged 25-44 and aged 45-54 were significantly different on total self esteem as were individuals aged 25-44 and aged 55 and older. No significant difference was found between age 45-54 and age 55 and older. A t-test for independent sample for mean total self esteem indicated there was a significant difference in the total self esteem of males and females with females having a higher self esteem.