University of the Pacific 2023 This study was an attempt to better understand important mechanisms that may moderate the relationship between Autism Spectrum Disorder (ASD) and negative outcomes such as anxiety and depression in females as they are diagnosed at a much lower rate and represent an underserved population. Using archival data from the National Institute of Mental Health this study investigated whether parental warmth and social competence were associated with decreased levels of anxiety and depression in 8-year-old females with ASD with average cognitive abilities. It was found that social competence was a significant factor in decreasing anxiety and depression. Surprisingly, parental warmth was not found to be significant. This research adds to the paucity of data relevant to autistic females with average and higher cognitive functioning. Potential interventions, as well as implications for future research are discussed.

This doctoral thesis consists of three essays within the field of human technology interaction examined through the lens of behavioural and experimental economics. The three essays in this thesis represent three strands helping to reveal the issue of human-machine interaction from different angles. The first essay contributes to human-machine relations by addressing the problem associated with the problem of an individual experiencing a relative lack of resources that affects human judgment and decision-making in the financial domain. This chapter discusses how policy can leverage emerging technologies to design specific choice architecture that may support more risk-aware decision-making of vulnerable socioeconomic groups. Furthermore, it discusses how behavioural policy initiatives aimed at helping resource-deprived individuals conduct more optimal financial decision making might be effectively assisted by recent Artificial Intelligence (AI) developments and the associated ethical considerations. The primary focus of the second essay relates to individual decision making in a risky environment with algorithm help. By conducting an online experiment, it investigates how humans cognitively offload tasks to algorithms in a risky environment with different time constraints. Results demonstrate that the presence of an AI assistant is beneficial for decision making only when its accuracy is high. The third essay continues the investigation of human-technology inter- actions. The primary attention is paid to how information about the result of the action taken by a human affects the incentive behaviour, depending on the interacting partner. The main focus concerns how the information about the result (out- come) of the investment affects the reward and punishment behaviour of the participants that interact with Human and Algorithm agents. Specifically, I conduct an experiment investigating the interaction between out- come bias and human/algorithm responsibility.

Denna forskningsöversikt undersöker relationen mellan socioekonomisk bakgrund och läslust samt presenterar förslag från forskningen på hur lärare kan arbeta för att främja läslust. Genom tematisk analys av vetenskapliga artiklar har vi arbetat fram ett resultat som besvarar följande två frågor: (1) Hur relaterar elevers socioekonomiska bakgrund till deras läslust? och (2) Vilka arbetssätt främjar elevers läslust i grundskolans senare år? Studien lyfter fram tre faktorer som är avgörande för hur relationen mellan elevers socioekonomiska bakgrund och läslust ser ut: tillgången till böcker, de tidiga läsupplevelserna och läsfärdigheten. För samtliga av dessa faktorer visar våra resultat att elever från hem med låg socioekonomisk status (SES) har sämre förutsättningar än elever från hem med hög SES. För att främja läslust i skolan visar våra resultat att läsningen behöver utgå från elevernas egna intressen och livserfarenheter. Avslutningsvis diskuterar vi hur lärare kan resonera kring läsundervisningen för att främja läslusten hos elever från hem med låg SES. Slutsatsen är att elevernas grad av igenkänning i den litteratur som de läser i skolan är av avgörande betydelse för deras läslust.

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On January 8, 2002, President George W. Bush signed the No Child Left Behind (NCLB) Act. This sweeping legislation brought reform to every area of public education by establishing seven performance-based provisions. Supplemental Educational Services is a core aspect of NCLB, designed to meet two of the seven goals: improving academic performance of disadvantaged students and promoting innovative programs. SES tutoring is provided free of charge to parents for students who are eligible for free or reduced lunch and that attend a Title I school that has not made Adequate Yearly Progress, or AYP, for three or more years. The aim of this tutoring is to ensure that all students, regardless of socioeconomic status, have access to tutoring to help improve their academic scores. The purpose of this research was to examine the practices of SES providers in a large metropolitan school district to examine the pedagogical practices, the qualifications of SES providers, and the accountability measures in place to ensure maximum student academic gains. Through an anonymous online survey taken by SES providers, as well as interviewing the SES coordinator in the target district, I was able to gain a clearer understanding of the SES system. My findings are consistent with other key studies across the nation (Munoz, Potter, & Ross, 2008; Rickles & White, 2006); that is, that little accountability among SES providers to districts could result in questionable student academic gains. Because of research such as this, new federal legislation is currently being drafted to issue states waivers from the restrictions of mandatory NCLB Title I budgets, wherein 5 to 15% were allocated to SES tutoring (McNeil, 2011).

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