The current study examined whether males and females differed in math achievement and held different beliefs regarding the malleability of math ability at the elementary level. The study also explored the relationships between students’ implicit theories of math ability, math interest, and math achievement. Potential grade level differences in math trait beliefs were also investigated. Study participants consisted of a total of 1802 students from six elementary schools that participate in the Gifted Education in Math and Science (GEMS) Project. Project GEMS is a federal grant project seeking to encourage science and math interest and achievement in children from lowincome and diverse populations. Data were analyzed by means of Pearson correlations and one-way analysis of variance. Male and female math achievement was equivalent. No gender or grade level differences were observed in implicit theories of math ability. As predicted, students who believed their math abilities were malleable earned higher math achievement scores. Several limitations of this study are discussed and recommendations for further investigation are presented. Findings from this study suggest it is important to consider the impact of domain specific beliefs on math achievement, which may have implications for early identification and supports for those students who may be vulnerable to poor achievement outcomes.

This study was an extension of a study conducted by Roch, Paquin, and Littlejohn (2009). They investigated the relationship between rater agreement and the observability of items on a rating form. The current study found similar results in that, as items became less observable, interrater agreement increased. The purpose of this study was to introduce frame of reference training as an extension to the Roch et al. study in order to reverse their findings. In other words, trained raters would be less likely to default to a general impression on less observable items and thus would demonstrate higher rater agreement on more observable items than untrained raters. The results, based on 66 raters, replicated the findings of the Roch et al. study. The frame of reference training appeared to have no impact on the results. Results are discussed.

Two experiments were designed to evaluate human sensitivity to elasticity. Elastic objects bend when a force is applied to them. Observers saw two computer-generated bending rods (defined by the motions of 50 dots) on any given trial and were required to judge which rod was more flexible. Elasticity difference thresholds were calculated for each observer for each of three bending conditions. The rods bent in a plane that was either frontoparallel or oriented 42.5 or 85 degrees from frontoparallel. The results showed that observers could precisely discriminate between bending rods of different elasticities, independent of whether the bendings occurred in the frontoparallel plane or in depth. To rule out the possibility that the ability to judge bending motion was based on the ability to judge 2-dimensional (2-D) speed a second experiment was conducted to obtain difference thresholds for 2-D speed. The observers' speed discrimination thresholds were not positively correlated with their elasticity discrimination thresholds, which suggests that the observers' ability to judge bending motion was not based on their capability to discriminate differences in speed.

Detecting contingency relationships between causal events allows us to adapt to and control these events. However, research has shown age-related impairments in this ability. The goal of this study was to examine how reduced processing speed in older adults affects contingency learning. Manipulating the time during which to generate the response, to test the limited time mechanism of processing speed, had little effect on contingency judgments. Varying the temporal contiguity of events, to test the simultaneity mechanism of processing speed, affected young adults’ contingency judgments. Older adults’ judgments were less accurate overall, and young adults’ judgments were similarly less accurate when there was less temporal contiguity of events. These findings lend support for a processing speed theory of contingency learning.

Research as to how humans group natural kinds, such as animals, is essential to understanding categorization processes. However, it lacks conventional application and generalization to everyday life. Humans are social beings that encounter a wide array of individuals on a daily basis. In these situations, we are required to consider various properties that make up these people. As Keller (2005) suggests, the way we categorize is shaped by our theories about the world. Therefore, when we determine the rationale behind people’s social categorization processes, we are better able to understand people’s perceptions of their social environment. Moreover, when we conduct scientific research on how people categorize race, we gain substantial information about their perceptions and understanding of race. Thus, the goal of the present study was to determine how and to what extent people categorize race and if they use the principles of psychological essentialism to do so. In order to determine if people tend to essentialize race in a similar manner as other natural kinds, the third study of the Hampton, Estes, Simmons (2007) research was replicated. In Study 1 and Study 2, undergraduate participants were obtained from Western Kentucky University’s psychology study board. In Study 1, participants were presented with transformation stories in which an animal or person came to look and act like another animal or person as a result of either mutation or maturation. Approximately one-half of the participants received scenarios that included information about the exemplar’s offspring. Approximately one-half received scenarios that excluded this information. Additional transformation stories that described changes to artifacts and the body (i.e. weight and hair length) were added as filler items. Participants rated the artifact/animal/person’s typicality, category membership, and their level of confidence in their ratings. In addition, they provided justifications for their responses. In Study 2, transformations were described as being the result of unintended or intended changes. In Study 2, one-half of the scenarios included a statement that the animal or human’s offspring resembled the initial state, I. One-half of the scenarios included a statement that the animal or human’s offspring resembled the final state, F. Participants rated the artifact/animal/person’s typicality and category membership. They were also asked to provide justifications for their responses. This study provides further support for the belief of race as a natural kind given that subjects were more likely to essentialize race than animals. The study also suggests that people view race differently than other factors related to appearance (i.e. hair length and weight). In both studies, the majority of subjects were willing to state that a person changed if their hair or weight changed; however, they were unwilling to indicate a person could change their race. Furthermore, the justification data obtained in the study was one of the first studies to differentiate the reasoning used by those who did and did not essentialize animals and race.

The ability to make associations between causal cues and outcomes is an important adaptive trait that allows us to properly prepare for an upcoming event. Encoding context is a type of associative processing; thus, context is also an important aspect of acquiring causal relationships. Context gives us additional information about how two events are related and allows us to be flexible in how we respond to causal cues. Research indicates that older adults exhibit an associative deficit as well as a deficit in contextual processing; therefore, it seems likely that these deficits are responsible for the deficit in older adults’ causal learning. The purpose of the current study was to more directly test how associative deficits related to older adults’ contextual processing affect their causal learning. Based on past research, it was hypothesized that older adults would be less likely than younger adults to acquire and use contextual information in causal learning. A causal learning scenario from Boddez, Baeyens, Hermans, and Beckers (2011) was used to test the hypothesis that older adults show deficits in contextual processing in a causal learning scenario. This task examined contextual processing using blocking and extinction. Participants went through eight blocks of trials in which they were exposed to various cues and outcomes. They provided expectancy ratings that indicated how likely they believed an outcome was to occur, and these ratings were used to assess age differences in use of contextual information in a causal learning scenario. As expected, both younger and older adults demonstrated blocking in that they assigned higher causal value to a previously trained target cue (A+) than to another cue (X) that was only presented in compound with cue A later in the task (i.e., AX+). Additionally, when tested in the context where the association was originally learned following extinction training (i.e., A-), the causal value of cue A decreased for all groups, even if extinction training took place in a different context. However, ratings for cue A decreased even more for younger adults whose extinction training took place in a different context when tested in their extinction context.

Thesis (M.A.) - Carleton University, 2005. / Includes bibliographical references (p. 82-98). Also available in electronic format on the Internet.

Thesis (Ph.D.)--University of Melbourne, The Mental Health Research Institute of Victoria and the Dept. of Psychiatry, 2010. / Typescript. Includes bibliographical references (p. 193-229)

Thesis (M.A.)--Brandeis University, 2009. / Title from PDF title page (viewed on August 9, 2009). Includes bibliographical references.

The Useful Field of View (UFOV) is the entire area in which information can be gathered without moving the head or eyes. It is generally found that the size of the UFOV shrinks with age. Additionally, research has shown that simple practice on the UFOV task can increase the size of the UFOV. However, simple practice may not be the most effective strategy for increasing the UFOV. The present study examined whether training directed toward a specific basis of UFOV loss (slower speed of processing) is more effective than simple practice at increasing field size. Individuals received one or three types of training. Individuals who received variable duration training first performed the UFOV task at a pre-determined duration. Every time the individual obtained a field size of 30 degrees or greater across 2 consecutive blocks of trials, the duration of the visual display was decreased 25 milliseconds. Individuals who received force-drop training also initially performed the UFOV task at a pre-determined duration. On the third day of training, the duration of the visual display was decreased 25 milliseconds regardless of the individual’s performance. On the fifth day of training, the duration of the visual display was again decreased 25 milliseconds regardless of the individual’s performance. Individuals receiving constant training simply practiced the task at the pre-determined duration across all days of training. Consistent with past research, training improved peripheral localization performance. Further, improvement in peripheral localization performance was greatest in the distractor condition among individuals receiving variable duration training. Variable duration training may be a more effective strategy for increasing the UFOV due to its challenging nature. Specifically, since the duration of the visual display is directly linked to the individual’s own performance, motivation and interest in the training task may be maintained for a longer period of time. Further, the heightened motivation and interest may facilitate a greater degree of learning in the training setting which in turn influences the amount of training that will be retained and utilized in real-world settings.