Background: The tendency for accepting and/or behaving under the influence of other’s suggestion in an interview context can be described as ‘interrogative suggestibility’ (IS). The Gudjonsson Suggestibility Scales (GSS) are used within many clinical and forensic settings as a tool to gauge the reliability of information obtained during interviews. Concerns exist regarding the suitability of these scales for use amongst the population of people with an intellectual disability (ID). Previous research concludes that the GSS may disadvantage people with an ID, indicating a greater degree of IS than is actually the case. Method: The following systematic review of several electronic databases explores research to date (and what conclusions have been drawn) in relation to the degree to which cognitive variables relate to scores obtained on the GSS by people with an ID. The subsequent empirical study makes adaptations (e.g. supplementing verbal information with visuals) to the GSS in an attempt to improve its suitability for use with people with an ID. In addition, a number of cognitive variables are measured (e.g. verbal and visual memory) and their relationship with scores on the scales explored. Results: The adaptations to the GSS did not result in a significant change to scores on the GSS. It was found that visual memory ability may contribute to whether visual information effects scores on the GSS following adaptations. Whilst tentative conclusions are drawn regarding the role of memory ability, the systematic review of research was limited in it’s clarification of the role of cognitive variables in IS. This is likely due to limited scope and quality of existing research. Conclusion: Both the empirical study and the systematic review highlight the complexity of the field of interrogative suggestibility, particularly amongst people with an ID.

Infants' characteristics, including temperament and cognitive ability, contribute to individual differences in language development. However, the process through which such traits influence language learning remains unclear. One possibility is that temperament and cognitive capacities affect the way in which infants learn words by influencing their ability to successfully use contextual referential cues. Social cues, such as eyegaze, pointing and gesturing, and emotional expressions, are one important type of referential cue. The present study explored the role of such social cues in the relation between infant characteristics and vocabulary in 71 18-month-olds. It was hypothesized that infants' characteristics would be associated with both their vocabulary and their use of such social cues, and that social cue use would be related to overall vocabulary. Further, it was predicted that infants' ability to use social cues effectively would mediate the relation between infants' temperament and cognitive ability, and their vocabulary. Participants watched six word-learning videos on a Tobii 1760 Eyetracker. In each video, a speaker labeled a novel object using one social referential cue. Infants' ability to use that cue to learn the object label was assessed by tracking the time spent looking toward the target object. Infants' cognitive and language abilities were assessed using the Bayley Scales of Infant and Toddler Development, 3rd edition. Both parents and observers provided ratings of child temperament, and parents also completed the MacArthur-Bates Communicative Development Inventory: Words and Sentences form. Both correlation and bias-corrected bootstrap mediation analyses were conducted. Temperament did not make a unique contribution to infants' vocabulary, but both cognitive ability and social cue use did. Mediation analyses indicated that social cue use did mediate the relation between early cognitive ability and vocabulary, but only for infants with lower than average cognitive ability. These results indicate that social cues may be especially important for language development in infants and young children with low IQ, possibly because they provide additional supports for word learning. This has important implications for both typically developing infants as well as young children with language disorders.

xiii, 155 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / In the multiple object tracking (MOT) task, observers are presented with multiple identical objects, some of which are temporarily identified as targets. After a selection period, all objects move randomly and independently for several seconds. At the end the motion period, all objects stop and observers must identify the target objects again. This task has been used to study a variety of important cognitive questions from object-based attention to cognitive development, divided attention and the development of expertise. Yet, surprisingly little is known about the neural mechanisms that underlie the ability to track multiple targets independently. Although a number of researchers have used fMRI (functional magnetic imaging) to examine what areas are active during MOT, the current set of studies is the first to employ ERPs (event-related potentials) to examine the neural mechanisms of MOT. With excellent temporal resolution, the ERP methodology allows researchers to delineate the time course of different phases of a single task with millisecond precision, something not possible with fMRI. In Chapter II, we manipulated the number of targets and difficulty of tracking and observed a lateralized contralateral negativity that was sensitive to the number of targets but not difficulty of tracking. Chapter III examined the effect of irrelevant white probes flashed briefly throughout the trial while observers tracked. We observed modulations of early visual components that indicated that during tracking, spatial attention focused on targets but did not differentiate between distractors and empty space. Finally, in Chapter IV, we examined the relationship between visual working memory (VWM) and MOT by manipulating the presence or absence of task relevant motion. We found that the waveforms evoked by an MOT task in the absence of task-relevant motion were nearly identical to waveforms evoked by the VWM task, suggesting that VWM is an important part of the typical MOT task. This thesis includes previously published and unpublished material. / Committee in Charge: Edward Vogel, Chairperson, Psychology; Edward Awh, Member, Psychology; Ulrich Mayr, Member, Psychology; Paul van Donkelaar, Outside Member, Human Physiology

Visual long term memory (VLTM) research has shown that we are capable of learning a virtually infinite amount of visual information. At the same time, visual short term memory (VSTM) research has shown that there is a severe limitation in the amount of information we can simultaneously apprehend at a given time. How does the severe capacity limitation in the initial uptake of information influence the encoding of information into VLTM? To this date, there has been no direct test of such influence, and the effect of such limitation has been unclear. Here, we demonstrate that, across wide varieties of conditions, the severe-capacity limitation in VSTM dictates the encoding of information into VLTM by determining the "bandwidth" of information transfer. This finding has a substantial implication for the understanding of the role of severely-capacity limited VSTM in forming many types of VLTM representations. / 10000-01-01

Selective attention refers to the ability to enhance the processing of relevant stimuli, while suppressing the processing of irrelevant distractors. The neural mechanisms of selective attention are vulnerable in children from lower socioeconomic status families, yet these neural mechanisms can also be enhanced with evidence-based, targeted training. The series of studies presented in this dissertation investigated the individual differences in development and neuroplasticity of selective auditory attention in association with nonverbal cognitive abilities, in relation to genetic influences, and in the context of gene x intervention interactions. To this end, a multi-method approach was adopted, combining several methodologies such as event-related potentials (ERPs), behavioral measures, molecular genetics, and a randomized, controlled intervention design. In the first study, individual differences in neural mechanisms of selective auditory attention were studied, in association with nonverbal cognitive abilities. More robust ERP selective attention effects were associated with superior nonverbal IQ performance. These results indicated a noteworthy relationship between neural mechanisms of selective attention and nonverbal IQ performance in lower socioeconomic status (SES) preschoolers. In the second study, the relationship between 5-HTTLPR polymorphism and neural mechanisms of selective auditory attention was assessed. ERPs of selective attention effect were larger in children who carried at least one short allele of 5-HTTLPR, in comparison to long-homozygotes. These results associated being homozygous for the long allele with weaker neural mechanisms of selective attention in lower SES children. In the third study, these genetic influences were investigated in the context of an effective family-based training program previously shown to improve neural mechanisms of selective attention in lower SES preschoolers. The long-homozygote children, who initially displayed more attenuated ERPs of selective auditory attention than their short-carrier peers, showed robust ERPs of selective attention at posttest, but only if they were randomly assigned to the training program. These findings demonstrated that an effective family-based training could moderate the genetic influences of 5-HTTLPR on the neural mechanisms of selective attention. Taken together, the studies presented in this dissertation contribute to elucidating individual differences in development and neuroplasticity of selective auditory attention in lower SES preschoolers. This dissertation includes unpublished co-authored material.

A hipnose é um conjunto de técnicas usadas para provocar alterações nas percepções, sentimentos e experiências subjetivas de indivíduos, e tem uma história profundamente ligada ao desenvolvimento do campo da psicoterapia. Os fenômenos relacionados a este tema, tanto no campo da pesquisa quanto da clínica são complexos e envolvem influências sociais e diferenças individuais, em controvérsias ainda não sanadas pelos pesquisadores deste campo. Dentre as diferenças individuais salientamos a Hipnotizabilidade como um construto psicológico que descreve a capacidade dos sujeitos responderem à sugestão hipnótica, sendo a avaliação desta um elemento relevante para a correta interpretação das pesquisas experimentais, e para a compreensão de certos fenômenos da clínica psicológica. É digno de nota que a produção acadêmica internacional progride no estudo da hipnose, enquanto no Brasil temos ainda poucos trabalhos. Muitas razões podem ser atribuídas a esse descompasso, e dentre elas detectamos a falta de instrumentos padronizados de avaliação da hipnotizabilidade como um impedimento da realização de tais pesquisas. Assim, esta pesquisa teve como objetivo disponibilizar, em língua portuguesa, duas escalas de avaliação, a Harvard Group Scale of Hypnotic Susceptibility: form A e a Stanford Scale of Hypnotic Susceptibility: form C. Para isso as escalas foram traduzidas e adaptadas para o português brasileiro. Incluímos uma discussão sobre o procedimento de tradução de instrumentos dessa natureza, e como direcionamentos futuros sugerimos estudos de validação e normatização dessas escalas para a população brasileira / Hypnosis is a set of techniques used to provoke changes in an individuals perceptions, feelings and subjective experiences, and has a history deeply linked to the development of the psychotherapy field. The phenomena related to this theme, both in research and clinical fields, are complex and involve social influences and individual differences, in controversies not yet solved by the fields researchers. Among the individual differences we point Hypnotizability as a psychological construct that describes a subjects capacity to respond to hypnotic suggestion, which assessment is relevant to the correct evaluation of experimental research and the comprehension of certain clinical phenomena in psychology. It is of note that the international academic production advance in the study of hypnosis, while in Brazil we still have few studies. Many reasons can be attributed to this, and among them we detect the lack of standardized hypnotizability assessment instruments as a hindrance in making such research. So this research had the objective to make two assessment scales available in portuguese, namely the Harvard Group Scale of Hypnotic Susceptibility: Form A and the Stanford Scale of Hypnotic Susceptibility: Form C. To this end the scales we translated and adapted to the brazilian portuguese language. We include a discussion about the procedure of translation of instruments such as these, e as future developments we suggest validation and normatization studies of these scales to the brazilian population

Master of Science / Department of Psychological Sciences / Mark A. Barnett / The present study is an extension of our prior work (Jones et al., 2016) and explored two specific goals. The primary goal examined the predictive ability of target-specific, rejection-relevant individual difference measures on participants’ anticipated emotional and behavioral responses to ambiguous social situations involving specific potential rejectors (i.e., significant others, friends, acquaintances). The secondary goal explored differences in participants’ anticipated emotional and behavioral responses to perceived rejection by the same potential rejectors. Concerning the primary goal, correlations revealed that previous experience with and/or sensitivity to being rejected by any individual is associated with heightened anticipated emotional responses which, in turn, is associated with different anticipated behavioral responses. However, path analyses revealed that the target-specific, rejection-relevant individual difference variables used in the current study were uniquely predictive of participants’ anticipated responses to ambiguous social situations involving similar potential rejectors, but only for those who read about potentially being rejected by a friend (results of the path analyses for those who read about potential rejection by significant others or acquaintances were uninterpretable). Concerning the secondary goal, analyses revealed that the intensity of the emotional responses as well as the type of behavioral response were dependent on the role of the potential rejector. Taken together, the present findings provide insight into the individual differences associated with our tendency to feel and behave as if we have been rejected within ambiguous social situations and help to shed additional light on the dyadic nature of interpersonal rejection.

Motivation is considered an important factor in initiating and sustaining the second language (L2) process. Since learning an L2 can be seen as a lengthy process, one that needs sustained motivation over a long period of time, learners need to be able to successfully deal with their and others’ emotions in order to generate and sustain their motivation for learning. The role of learners’ emotions and trait emotional self-efficacy, or trait emotional intelligence (EI), in L2 motivation and language learning has been a relatively unexplored area. To fill this gap, the current study posed three research questions that addressed the relationship between L2 motivation and trait EI, which is based on the trait EI theory (Petrides, 2001) and deals with emotion-related self-perceptions, such as emotion control, emotion expression, empathy, and emotion perception (Petrides, 2001). As Dörnyei (2009) proposed the L2 Motivational Self System (L2MSS) in response to the need to further develop the socio-educational model, the current study further tests the validation of a modified version of the L2MSS by investigating intermediate and advanced international English language learners from diverse backgrounds. Using a quantitative approach, this study examined (a) the relationship between the possible selves (the ideal/ought-to/anti-ought-to) and trait emotional intelligence, including the four broader factors: sociability, emotionality, well-being, self-control; and (b) to what extent can the four factors predict the three different selves, and (c) the relationship between L2 learning experience, possible selves, and trait EI. A total of 143 international ESL students enrolled in an English Language Program in the United States participated in the study. A possible selves questionnaire, L2 learning experience questionnaire, and trait emotional intelligence questionnaire (TEIQue SF) were administered. The underlying factors from the exploratory factor analysis performed on the possible selves questionnaire responses were ‘the ideal L2 self’, ‘the ought-to L2 self’, and ‘the anti-ought-to L2 self.’ The correlation analysis showed significant correlations between (a) trait EI and ideal/ought-to L2 self; (b) ideal L2 self and emotionality/sociability/well-being; (c) ought-to L2 self and emotionality/sociability/well-being; (d) anti-ought-to L2 self and emotionality; (e) L2 learning experience and trait EI; (f) the L2 learning experience and the ideal/anti-ought-to L2 self; (g) L2 learning experience and emotionality/sociability/well-being. A four predictor standard multiple regression model revealed that the trait EI sociability factor was the only significant predictor of the ideal L2 self. On the other hand, the trait EI emotionality factor was the only significant predictor of both the ought-to and anti-ought-to L2 selves. This study illustrates that there are important associations between L2 motivation and constructs of positive psychology, especially emotional intelligence, and that positive psychology might stimulate future L2 motivation research. Lastly, this study offers a number of implications for use of positive psychology in the SLA classroom.

An individual-differences model of managerial creativity was developed. Based on a review of the creativity literature, four traits and abilities were identified as having relevance for creativity in managers: divergent thinking, evaluative thinking, work motivation, and openness to change, risk and ambiguity. The model was constructed by specifying behavioural descriptions of the creative management types that were predicted to arise from various combinations of high and low standing on these four traits and abilities. The initial model was presented to groups of managers in order to get their input and feedback. Moving forward with a model that met the approval of practicing managers, a concurrent validity study was designed. Tests and questionnaires designed to measure Divergent Thinking, Evaluative Thinking, Work Motivation, and Openness to Change, Risk and Ambiguity were administered to 223 incumbent managers, and criterion ratings of on-the-job creative behaviour were provided by the supervisors of these participating managers. Results of the research indicated that the traits and abilities included in the Creative Management Model were, indeed, important to managerial creativity. Managers who were consulted about the model fully endorsed the importance of these traits and abilities. Furthermore, two of the traits and abilities, Divergent Thinking and Openness to Change, Risk and Ambiguity, demonstrated solid validity in predicting prototypical aspects of creative management behaviour. In combination, these two variables provided a level of validity of sufficient magnitude (in the high .40's) to provide substantial utility to organizations seeking to increase the creativity of their management ranks by using this predictor combination for personnel-selection purposes. Despite the importance of the traits and abilities specified in the Creative Management Model, the empirical linkages between these individual-difference factors and the behavioural descriptions of the creative management types provided in the Creative Management Model were not strong. These weak linkages are largely attributed to inaccuracy in the behavioural descriptions. Psychometric weaknesses in some of the variables also contributed. Recommendations are made for revising the Creative Management Model and some of its concomitant measures. The implications of the research findings for management selection and creativity training are also discussed. / Arts, Faculty of / Psychology, Department of / Graduate

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