Generation Z, also known as the iGeneration, iGenners, GenZ, and Generation Now, consists of those born in the mid-1990s through the late 2010s. Historical events important for this generation have influenced their perception of safety as well as how they interact with others. As compared to previous generations, technological advances (i.e., Smartphones, social media) changed how GenZ communicates, socializes, and receives information. Unique experiences and attributes influenced Generation Z’s empathy because living through these events and seeing their impact changes how they can understand and take the perspective of others. The relation between three factors was examined across University students who are members of Generation Z; intensity of the CBL activity (high versus low), sex, and empathy (empathy assessment index, basic empathy scale, ethnocultural empathy scale). It is hypothesized that freshmen students would exhibit higher gains in empathy due to their developmental period. As hypothesized, there was a consistent main effect for sex in multiple subscales across the Honors Colloquium and Interdisciplinary late-teen sample indicating that females were higher in initial pretest scores and remained higher on post-scores on empathy as compared to males. These findings hold implication for instructors aiming to provide effective CBL experience for their students. Faculty may consider how students may be differentially receptive to CBL experiences on multiple demographic and personality variables, and while this study only examined sex and intensity of experience, it provides a good representation of the diversity of outcomes that can be evidenced.

Priming out-groups and taking the perspective of out-group members increases implicit and explicit identification with out-groups. Because the popularity of video games has increased dramatically over the past few decades and they have become an influential form of media, the current study investigated video games as another potential strategy to increase identification with and reduce prejudice against out-groups. Specifically, I investigated how manipulating the sexual orientation of the video game character participants used influenced implicit and explicit identification with homosexuals and implicit and explicit prejudice against homosexuals. Additionally, I investigated whether implicit and explicit identification with homosexuals would mediate the impact of video games on prejudice. Though I recruited enough participants to detect a medium effect size (169 participants in the final analyses), pre-registered analyses (osf.io/ynaw7) indicated that the sexual orientation of a video game character did not influence identification with or prejudice against homosexuals. Exploratory analyses demonstrated that among participants that identified with the video game character and played as a Gay character had increased explicit identification with and reduced prejudice against homosexuals. The possibility that increasing the strength of the manipulation by having participants play the game for multiple sessions, customize characters, and incorporating storytelling into the game are discussed.

This paper sought to examine conspiracy theory (CT) use across three types of groups: radical violent extremists (RVE), non-violent extremists, and moderates. Using the theory of significance quest, or the desire for one’s life to have meaning (Kruglanski, Chen, Dechesne, Fishman, & Orehek, 2009), I sought to determine whether RVE groups were more likely to use CTs, invoke need for cognitive closure (NFCC) via the use of time pressure, elicit anomie, and promote significance quest through violence than the other groups. Using text analysis software, I pulled passages from six groups – two from each level of extremism - that had conspiratorial language and then coded for the variables described above. RVE groups were significantly more likely than the other groups to use CTs and invoke NFCC through time pressure but were less likely than non-violent groups to elicit anomie. In addition, RVE groups were more likely to promote significance gain through action, but not significance restoration or prevention of significance loss. Implications of the findings are discussed.

This study explores whether the observed effects of coloring on anxiety and stress apply to the elderly. Two coloring activities were administered to elderly participants to evaluate the effects on stress, anxiety, and working memory. The Mini Mental State Examination was used to establish cognitive level. The Perceived Stress Scale and Brief State Trait Anxiety Inventory were administered to obtain pretest and posttest scores on stress and anxiety levels. Working memory was measured using the Backward Digit Recall to test if the potential calming effects improve working memory. A near significant increase in stress scores was demonstrated in the mandala condition. Also, a significant increase was found in backward digit recall scores in the doodling condition. The mandala difficulty and allotted time may negate the anticipated calming effects. Those wanting to implement art therapy should provide the required materials, then allow participants to self-select the activity, and time to dedicate.

Ego depletion theory postulates that the ability to exert self-control depends upon the availability of a limited mental resource. In this experiment, we investigated the effects of ego depletion on risky decision-making. We also examined the moderating effect emotional intelligence may have on this relationship. First, participants completed a trait emotional intelligence questionnaire and a self-control task. This was followed by a mood questionnaire and a series of risky-decision scenarios. Results showed (1) participants who were depleted made more risky decisions than non-depleted participants, (2) no differences in perceived task effort between groups, (3) no evidence of a moderating effect for emotional intelligence and (4) depleted participants were more aroused and their moods were more negative than non-depleted participants. Taken together, these results imply that ego depletion enhances the inclination to take risks and that decisions involving risks should not be made under these conditions.

There is an age-shift in neurotypical children: younger children tend to remember information in a verbatim manner so they store item-specific surface characteristics; between nine and ten children engage in gist recall where they store meanings of presented information. The aim of the present study was to explore false memory in children with Autistic Spectrum Disorder (ASD), as some research suggests that they develop gist recall at a later age than neurotypical children. We are also interested in the role of working memory. One approach to understanding false memory creation is activation-monitoring (AM) theory. Working memory can play a role during both the activation (encoding) phase, as well as during the monitoring retrieval phase. When working memory is overloaded or suboptimal, source monitoring is compromised at the encoding phase. In this study, we tested high-functioning children with ASD on working memory capacity. In addition, simple sentences were presented to be recalled, each one followed by a short word list that contained a thematically related distractor item. If a child used gist memory to recall the sentence, they would likely substitute the target (e.g., rabbit) word with the distractor (e.g., bunny). However, if they depended on verbatim recall, the distractor would not affect sentence recall performance. Children with lower working memory scores were more likely to incorrect answers to gist questions than those with high working memory. These findings have important implications for everyday social functioning. Though debatable, working memory impairments may encourage false memories in children with ASD.

Academic achievement is deemed a significant indicator for a successful future. Cognitive ability, home environment, and metacognition are among the many factors research has posited to contribute to academic achievement and later success (Alloway & Alloway, 2010; Bradley & Caldwell, 1984, Veenman, Wilhelm, & Beishuizen, 2004). The present study examines the relation between cognitive ability (working memory (WM) and nonverbal ability), metacognitive awareness, implicit theories of IQ, home environment (socioeconomic status (SES), home life, and parental involvement in homework), and learning outcomes (grades) in two distinct sample populations. The study used a sample of 11-15-year-olds and their parents from two high schools in Carriacou, Grenada (n=50) and Lakeshore Middle School in Florida (n=38). A stepwise regression revealed that cognitive ability, implicit theories of IQ, and home environment predicted overall grades of the Grenada sample. Several differences between the two cultures emerged including what predicted their implicit theories of IQ. The present study will benefit the educational community, as the findings could provide new insight into how students’ cognitive ability, implicit theories of IQ, and home life influence learning outcomes in a developed and developing population. The practical implications suggest more effective culturally responsive educational programs for students based on their learning style and learning needs. The present study has significance with reference to Grenada, in that because of little to no research available investigating this topic it will provide a basis for subsequent research to occur.

Large carnivores in human care have been reported to engage in stereotypic behaviors. Such behavior is thought to be correlated with high stress levels, in part, due to captive environments limiting opportunities for functional consequences and environmental stimuli. Moreover, there are several arguments stating that stereotypic behaviors can be indicative of poor welfare, as they can often have severe negative emotional and physical effects on the animal. The first portion of this study included a five-phase treatment analysis which evaluated whether environmental manipulations decrease the frequency of stereotypic behaviors including pacing, over-grooming and tail-sucking exhibited by a single male jaguar housed at Jacksonville Zoo and Gardens. The aim of the present study was to evaluate possible environmental variables that were reported by staff as likely variables maintaining or promoting stereotypic behavior. Data collection occurred during a 10-week evaluation and followed an ABCAD reversal design. Both behavioral data and fecal glucocorticoid metabolite levels were analyzed. The second portion of this analysis included a multi-institutional survey to assess the prevalence of the stereotypic behaviors exhibited by zoo-housed jaguars in North American AZA-accredited institutions. Results from the behavioral assessment revealed a decrease in stereotypic behaviors with the implementation of treatment conditions. Hormone analyses revealed that stereotypic pacing is not presently correlated with higher stress levels for this animal. Finally, survey results revealed that a significant portion of the North American jaguar population engages in stereotypic behaviors. Further analyses are necessary to identify potential patterns or environmental predictors for the development of stereotypic behaviors.

The aim of this study was to explore the effect a coloring condition had on minimizing anxiety and stress experienced daily by veterans. The effect that coloring had on working memory was also explored. A sample of 24 armed forces veterans were split into two coloring conditions, a mandala and a free draw condition, and asked to complete the Primary Care PTSD Screen, the Perceived Stress Scale and the Brief State Trait Anxiety Inventory. Working memory scores were established via a Backward Digit Recall task; pre-and posttest scores were evaluated for significant differences. Our research suggests the act of coloring, not the coloring condition, resulted in significant decreases in stress and anxiety and an increase in working memory. We also found that participants who suffer from PTSD displayed significant decreases in stress and anxiety and significant increases in working memory when compared to individuals without PTSD.

The current research aims to integrate previous research on the host of negative consequences associated with women’s experience of stereotype threat in a science context. Using an expectancy-value framework, the current research explores potential indirect effects of a communal goal affordance intervention on science motivation, via stereotype threat, state anxiety, communal goal affordances, and belonging in science. Building upon the previous literature, the current research attempts to link stereotype threat to science motivation via communal goal affordances and state anxiety’s effect on belonging in science. Additionally, the current research attempts to illustrate the efficacy of a communal goal affordance intervention by increasing perceptions of communal goal affordances and reducing anxiety in a science context. The current study found no evidence of a successful implementation of the communal goal affordance intervention, as evident by non-significant results on parametric and non-parametric tests of central tendencies between interaction type. Additionally, no indirect effects on science motivation were discovered within either tested pathway. However, a significant positive relationship between stereotype threat and state anxiety, communal goal affordances and belonging in science, and belonging in science and science motivation were found. Limitations to the current study and the communal goal affordance intervention, as well as the implications for these findings and future directions for research are discussed.