Two hierarchical regressions were posed to examine the relative contribution of several predictor variables on retention test performance. The retention test encompassed content from a beginning graduate level statistics class. Cross-sectional methodology was employed to include students who had taken the course sometime during a twenty-two year interval. This study had a unique opportunity to examine long term remembering in an ecological setting where the content area and the teaching had been stable. Grade, from the original course, was the strongest predictor in both hierarchical models. Other independent variables which had significant impact on retention test performance were number of continuing classes in statistics and number of classes in research design and methodology. Rehearsal frequency as well as rehearsal recency were significant predictors. The level of original learning and what one does during the retention interval are more important than the length of the interval itself. The effect of spaced vs. mass practice, as defined by the length of the acquisition interval, was examined. Subjects who took the course over a 15 week semester session outperformed subjects who had the 5 week summer session. In this study, the rate of decline was affected by the subject's age at the time of the retention test. This indicates increasingly rapid forgetting during adult development and has implications for the maintenance of marginal knowledge.

This study addressed the free recall and recognition memory processes of elementary school children. It has been discovered that when children recall items from episodically related collections, a non-monotonic relationship is found between the memory strengths of those items and the order in which they are recalled. This relationship is known as cognitive triage, and it is not understood if the same phenomena would occur with recall involving semantic memory. Regarding recognition memory, experiments have tapped children's tendency to falsely remember words whose gist is the same as the gist of newly learned items. These past studies have focused primarily on a reversal of the standard false-recognition effect, where related distractors were easier to reject than unrelated distractors under some conditions. No research to date has ignored reversals and clearly examined the false-recognition effect itself. This study examined kindergarten, third, and sixth grade children's free recall organization and false-recognition of related distractors. The cognitive triage experiment examined semantic memory through having children recall exemplars from categories in Battig and Montague's (1969) lists. The recognition experiment examined developmentally the differential rate of false-recognition for related and unrelated distractors. Fuzzy Trace Theory (FTT) contends that the ability to inhibit interference increases with age. Hence, younger children were hypothesized to show a weaker cognitive triage effect and more false-recognition than older children. The latter result was found, whereas the former result was not. False-recognition did decrease with age but although a triage effect was observed for category exemplar production, the effect did not vary developmentally. The principle difference between this triage study and previous research is that lists offering preexperimental measures of memory strength were employed. These lists were normed on adults and therefore cognitive triage may have been different for children. Thus, this study indicates that developmental effects are found for false-recognition of related distractors but not for category exemplar production when using Battig and Montague's (1969) lists.

<p> Children in foster care are a vulnerable population, having experienced abuse, neglect or other loss. For some children, foster care is a temporary stop on the way to reunification with their families; others never return home. Every year tens of thousands of children in the foster care system are "emancipated," or age out of the foster care system. Research suggests poor outcomes for former foster youth, who exhibit higher rates of homelessness, joblessness, poverty, alcohol and substance abuse, and mental health diagnoses than their age-matched peers. Most prior research on foster youth has focused on negative outcomes, although several qualitative studies have examined the experiences of youth in foster care, and one study has examined youth experience of self-reliance during the aging out process. The purpose of this qualitative study was to understand better the experience of former foster youth who have aged out of care. Using the Foley Life Story Interview (FLSI), this study sought to elicit the experience of aging out foster youth with attention to how they found hope for the future; this is the first study to date that has examined the experience of former foster youth, the aging out process, and their experiences of hope through the lens of positive youth development, which holds that contexts can be altered to improve youth outcomes, and how such changes in context may actually create changes within the person.</p>

<p> This study examined cultural differences in children's collaborative processes and explored the relationship between these collaborative processes and the children's collaboration in household work. 30 6- to 10-year-old sibling pairs from Mexican-heritage and middle-class European-heritage backgrounds participated in the study. Home visits were conducted using a planning task where dyads planned five grocery-shopping trips using a model store, first creating individual plans and then working together to create a combined plan. After participants completed their individual plans, the research assistant asked them to work together and help each other to make the shortest route to pick up all the items on their shopping list. Using 10-second segments, data were coded in four main categories; fluid ensemble, coming to agreement, one child leads activity, or dividing separate roles (which had several subcategories). Mexican Indigenous-heritage siblings collaborated as an ensemble in a higher proportion of segments than middle-class European-heritage siblings, who spent more segments dividing roles. Specifically, when European-heritage pairs were dividing roles they spent a higher proportion of segments being <i>bossy </i> to their sibling with the sibling <i>implementing</i> their plan, and ignoring their sibling while working on the plan. There was a positive relationship between siblings' collaboration at home and collaboration in the planning task. Siblings who were reported to collaborate with initiative in household work, based on mothers' reports, were more likely to collaborate as fluid ensemble with their sibling in the planning task. In contrast, children that were reported to do household work only when adults managed their chores were more likely to collaborate by being bossy to their sibling or by ignoring their sibling while working on the plan. Findings may help us better understand how cultural practices contribute to children's tendencies to collaborate with others in different contexts, including in the classroom setting where collaboration might be discouraged or managed by adults.</p>

<p> Despite the rapidly expanding body of literature relating to electronic nicotine delivery system (ENDS) use, notable gaps in the available literature are apparent. Many different models and types of ENDS are available, such as electronic cigarettes, electronic hookahs, and newer-generation ENDS devices (vapes/mods). Yet, the scientific community has been slow to identify and investigate different ENDS products other than &ldquo;e-cigarettes.&rdquo; The current project serves to bring a level of specificity to ENDS research that has not yet been seen in the published literature. The current study used a multi-site, cross-sectional, experimental design to test 1) whether endorsement of ENDS usage is affected by the language used in measurement, and 2) whether the perceived risk associated with ENDS differs by product type. Lifetime ENDS use was significantly affected by the specific terms used in measurement within a sample of 546 undergraduate students. When presented with response options for multiple ENDS types, lifetime use was 17% greater than when asking about e-cigarettes alone. Significant perceptual differences between ENDS devices were apparent. E-hookahs and vapes/mods were seen as significantly less harmful to use during pregnancy, less harmful to one&rsquo;s health, and less addictive than either cigalike e-cigarettes or conventional tobacco cigarettes. Together, these findings suggest using generic, single-item measures that only ask about e-cigarettes are problematic.</p>

<p> The human psyche is continuously producing symbols. These representations are stilled, emotively energized moments of the external world. The proposition of this thesis is that when symbols are projected onto objects, they lose capacity to elicit subjective motivation for personal responsibility to Self and culture. This research examines the questions: Do you see what I see? How does symbol integration facilitate responsibility to Self and culture? Using hermeneutic methodology, this thesis explores the meaning-making function of symbol formation, demonstrating how, through the integration of once-projected symbols, the individual can experience individuation; the becoming of true Self. Other areas of examination include symbol in relation to sign and symbol: myth and metaphor; the Self; meaning making; sameness and otherness in the function of rituals; and impact of religion on culture. This investigation also focuses on psyche&rsquo;s creation of symbol and explores how an individual&rsquo;s ability to integrate archetypal energy facilitates integration and individuation. </p>

<p> This Master&rsquo;s thesis investigated efficacy of equine assisted modality studies for individuals with Autism Spectrum Disorder. The data was collected by means of Literature Review and utilized textual analysis. All participants in the studies examined met the study eligibility criteria. The results and findings were compiled and analyzed to support the data reflected; additional studies were highlighted to aid in the comparison of the data retrieved from the four studies featured. A brief history of the synergistic relationship between horse and humans was reviewed as well as historical perspectives on equine assisted programs and their accredited organizations. The student critiqued the future of equine co-facilitated curriculum for individuals with autism, communication between equine and humans, neurophysiological adaptation and biophilia.</p>

<p> <b>Purpose:</b> Sleep-disordered breathing (SDB) is a spectrum disorder that is estimated to effect a significant proportion of the pediatric population (1-3% in USA). SDB is able to disrupt and fragment sleep through frequent arousals and intermittent hypoxia. In addition, the long term effects of SDB in pediatrics have been well-documented; decreases in intelligence quotient (IQ), executive function, school performance, and alertness have all been observed. Although surgical treatments can be quite effective, there are no widely accepted prophylactic measures to prevent SDB development. Recently, breastfeeding duration in infancy has been demonstrated to be correlated with reduced SDB (lower AHI, RAI, and higher SpO2), as well as increases in IQ, executive function, and school performance (independent of SDB). The overarching goal of this dissertation was to examine the potential effects of both breastfeeding duration and SDB severity on the neurological underpinnings associated with observed behavioral and cognitive deficits; namely, correlations with white matter structural volume and fractional anisotropy (FA) scores through diffusion tensor imaging (DTI). Here, I proposed a unique developmental hypothesis where breastfeeding may ultimately reduce SDB, enabling the preservation of rapid eye movement (REM) sleep, and leading to healthier neurological white matter development. </p><p> <b>Method:</b> Twenty-four children with SDB and 19 healthy controls were imaged using MR techniques. White matter volume was measured using the central 13 millimeters of the corpus callosum (CC). DTI of major white matter tracts was also conducted. The SDB group received neurocognitive testing to assess cognitive performance; the control group was assessed using real-world academic report cards. Finally, REM sleep was quantified in infants using overnight polysomnography (PSG), with SDB metrics and infant feeding method also measured. Results: There was no correlation between infant feeding methods and CC volume in either group, nor a significant differences between CC volumes in children with SDB versus those without. However, increased breastfeeding duration was correlated with increased left superior longitudinal fasciculus (LSLF) and left angular bundle (LAB) FA scores in healthy controls. In 8-9 month old infants, increased breastfeeding duration was also correlated with a reduced proportion of REM sleep (%TST), and children with exclusive breastfeeding had reduced SDB in infancy compared to children with any formula feeding. Finally, exclusively formula-fed infants were diagnosed with &ldquo;primary snoring&rdquo; more often than those with any amount of breastfeeding. </p><p> <b>Conclusions:</b> The findings in this dissertation revealed associations between breastfeeding, SDB, REM sleep, and white matter integrity in the brain. These results support the hypothesis that certain cognitive effects associated with SDB and infant feeding methods may have common underlying anatomical brain changes that subserve these observed phenomena.</p>

<p> Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by impairments in social interaction and communication, is of unknown etiology, and has a prevalence of 1.5% in the U.S. Atypical language patterns and anatomical findings of brain asymmetry differences between neurotypical and individuals with ASD suggest involvement of brain lateralization aberrations in autism etiology. The literature suggests an increased frequency of non-right handedness (NRH) in ASD. This dissertation aimed to study the association between hand preference and ASD in a cohort of children with ASD using a large, well-designed, population-based case-control study, CHARGE (<i>CH</i>ildhood <i> A</i>utism <i>R</i>isks from <i>G</i>enetics and the <i>E</i>nvironment). </p><p> In Chapter 1, we evaluated the association between handedness and ASD in 2- to 5-year old children. Chapter 2 longitudinally evaluated handedness outcome of the children from Chapter 1 at age 7 and older. We then investigated the utility of a parent-reported handedness assessment of children at ages 2-5 years using established hand preference at age 7+ years as the gold standard. Finally, we investigated the association between the intronic variant rs7799109 on theFOXP2 gene and ASD as well as the gene&rsquo;s interaction effect on the association between NRH and ASD. </p><p> Our findings indicate that children with neurodevelopmental disorders show a delayed establishment of handedness lateralization in early stages of childhood with a subset of these children still remaining NRH at age 7 years. Language deficits in children at ages 2 to 5 years are associated with NRH and ASD, and is a determinant of NRH in ASD at age 7 years and older. Our study also supports current literature that hand preference may have genomic underpinnings in ASD.</p>

<p> The empathizing-systemizing (E-S) theory states that individuals with autism spectrum conditions (ASC) can be identified by a deficit in empathy (social skills, communication skills, and theory of mind) and a propensity for systemizing (islets of ability, obsessions with systems, and repetitive behavior). This theory has been tested in various contexts, but never with adolescents between the ages of 12 and 16. The EQ-A (Empathizing Quotient for Adolescents) and the SQ-A (Systemizing Quotient for Adolescents) were administered to 47 adolescents between the ages of 12 and 16 who had been diagnosed with ASC and 97 adolescents with no reported physical or mental disorders to discover differences in empathizing and systemizing.</p><p> To test the specific elements and predictions of the E-S theory, the EQ-A was divided into a set of three subscales derived by conceptually mapping items to factors corresponding to the concepts theoretically underlying the scale. The SQ-A was divided into subscales using factor analysis.</p><p> It was found that all four subscales resulting from the factor analysis on the SQ-A were associated with obsessions with systems. A weak positive correlation was found between the SQ-A and the EQ-A. Although the EQ-A was able to differentiate significantly between individuals with an ASC and those without, the SQ-A was not. In addition, although the EQ-A and EQ-A subscales scores correlated with similar subscales scores of the GARS-2 (a well-validated existing autism screening test), the SQ-A and its subscales did not. Implications for the E-S Theory are discussed.</p>