Exploring the relationship between prejudice and ethical decision-making within individuals that wish to pursue a career in the field of criminal justice has the potential to yield valuable insights on the ways that moral decisions may be impacted by extraneous factors. The objective of this thesis was to explore this relationship by means of quasi-experimental design and through examining 30 potential criminal justice candidates. Results suggested that significant associations between explicit racial attitudes and ethical decision-making are largely context-specific. Conversely, there was no significant relationship found between implicit racial attitudes and decision-making. In conducting this study, a better understanding of the role that explicit factors contribute within the decision-making process was revealed and a gap within the literature was identified. Also worthy of note, this study was the first known research inquiry into the relationship between both implicit and explicit attitudes and ethical decision-making within a Canadian criminological setting.

Lord and Brown (Lord, Brown, & Freiberg, 1999; Lord & Brown, 2004) suggest that leaders may impact followers by priming certain goals or ideals in their followers’ minds, which in turn influence judgment and behaviour. The current research examined whether transformational and transactional leaders unconsciously affect the values followers adopt and the goals they pursue, specifically the impact leaders have on follower self-interest. Although the relationship between leadership and self-interest has attracted a good deal of theoretical attention, little empirical work has been conducted to explore the impact of leadership on self-interest. Using established priming techniques, I demonstrated in three studies that transformational and transactional leaders affect self-interest in characteristic ways. In Study 1, participants read about a transformational and transactional leader and were subsequently primed with the image of one of the leaders. The results showed that participants primed with the transformational leader exhibited lower self-interest than those primed with the transactional leader. Study 2 replicated this effect, and demonstrated that the image of the leaders had a nonconscious effect on participants’ self-interest that was measurable after a delay of three days. Furthermore, this study found that participants’ pre-existing levels of prosocial values moderated the effectiveness of the prime. Study 3 extended the results of the first two studies by demonstrating that priming participants with a transformational leader significantly lowered self-interest in a context where individual gain was salient, and the transactional leader increased self-interest in a context focused on collective outcomes.

This study investigated the effects of recasts, a frequently provided type of oral feedback in language teaching, on the production of English question forms in second language (L2) learning. Despite the large number of studies which have examined the effects of recasts, mixed views exist as to their usefulness as a corrective feedback technique. The present study has continued the investigation into whether their frequent use is justified and also if learners actually perceive recasts as being corrective in nature. The focus of this study is to explore developmental effects, both immediately following and delayed, of recasts while considering these two key aspects. The primary aim is to explore delayed benefits of recasts while the secondary aim is to investigate whether or not these learners perceived the feedback as a correct version of their incorrect question form. The study involved 34 English as a second language (ESL) learners from various first language (L1) backgrounds who were enrolled in a general English programme, at an Auckland language school. The participants completed demographic questionnaires and took part in task-based interaction sessions, with the members of the experimental group receiving input containing intensive recasts. The proportion and types of questions produced in the immediate and two delayed post-tests were compared and analysed to consider whether exposure to recasts was beneficial. The main findings suggest that for more advanced question types, interaction with intensive recasts may be more effective than interaction alone, for delayed L2 development, despite only weak support in the literature. On the other hand, similar positive effects on immediate question production are not strongly evident. Therefore, the results in this study add support to the claim that recasts may be beneficial for delayed second language acquisition (SLA), when the linguistic target is questions, even when these recasts do not seem effective immediately following exposure. Furthermore, awareness of negative evidence was indicated, which may have contributed, in part, to the positive delayed findings. Finally, these results suggest that recasts can be an effective pedagogical tool in the communicative L2 classroom when providing linguistic feedback in a way that does not unduly disrupt the flow of the interactive task. Practical suggestions for future research were also identified.

This study investigated the effects of recasts, a frequently provided type of oral feedback in language teaching, on the production of English question forms in second language (L2) learning. Despite the large number of studies which have examined the effects of recasts, mixed views exist as to their usefulness as a corrective feedback technique. The present study has continued the investigation into whether their frequent use is justified and also if learners actually perceive recasts as being corrective in nature. The focus of this study is to explore developmental effects, both immediately following and delayed, of recasts while considering these two key aspects. The primary aim is to explore delayed benefits of recasts while the secondary aim is to investigate whether or not these learners perceived the feedback as a correct version of their incorrect question form. The study involved 34 English as a second language (ESL) learners from various first language (L1) backgrounds who were enrolled in a general English programme, at an Auckland language school. The participants completed demographic questionnaires and took part in task-based interaction sessions, with the members of the experimental group receiving input containing intensive recasts. The proportion and types of questions produced in the immediate and two delayed post-tests were compared and analysed to consider whether exposure to recasts was beneficial. The main findings suggest that for more advanced question types, interaction with intensive recasts may be more effective than interaction alone, for delayed L2 development, despite only weak support in the literature. On the other hand, similar positive effects on immediate question production are not strongly evident. Therefore, the results in this study add support to the claim that recasts may be beneficial for delayed second language acquisition (SLA), when the linguistic target is questions, even when these recasts do not seem effective immediately following exposure. Furthermore, awareness of negative evidence was indicated, which may have contributed, in part, to the positive delayed findings. Finally, these results suggest that recasts can be an effective pedagogical tool in the communicative L2 classroom when providing linguistic feedback in a way that does not unduly disrupt the flow of the interactive task. Practical suggestions for future research were also identified.

Thesis (Ph.D.)--Tufts University, 1992. / Submitted to the Dept. of Mechanical Engineering. Adviser: Vincent P. Manno. Includes bibliographical references (leaves 183-193). Access restricted to members of the Tufts University community. Also available via the World Wide Web;

Thesis (B.A.)--Haverford College, Dept. of Psychology, 2008. / Includes bibliographical references.

Thesis (B.A.)--Haverford College, Dept. of Psychology, 2008. / Includes bibliographical references.

Thesis (B.A.)--Haverford College, Dept. of Psychology, 2008. / Includes bibliographical references.

Thesis (M.S.)--University of Michigan, 2000. / Running title: Implict memory and Alzheimer's disease. Includes bibliographical references.

Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 26, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Professor Mary Jo Neitz. Vita. Includes bibliographical references.