Few would argue that college campus crime is a serious problem across the United States. Debate arises, however, regarding why the problem is so pervasive and how best to address it. This dissertation addresses that gap by exploring the nature and magnitude of the college campus crime problem followed by a rationale for studying student perceptions regarding knowledge about and use of victim services resources offered on the University of Central Florida (UCF) campus. Doing so is particularly important in light of the fact that five years have now passed since UCF launched the "Let's Be Clear" campaign designed to raise awareness about the nature and scope of campus crime and victim services resources offered. Participants completed a survey that contained both Likert-type scale items and open-ended questions regarding their awareness of and experiences with UCF victim services resources. A mixed methods analysis revealed four primary conclusions. First, when educated about the resources offered, students demonstrate high levels of self-efficacy regarding the use of victim services resources offered on campus for themselves and others. Second, students perceive high levels of internalization and affective learning regarding the relevance of victim services resources. Third, students report a desire to seek information regarding victim services resources from multiple sources. Fourth, this analysis revealed how communication campaigns that do not adequately address each of the IDEA model elements may fail to achieve affective, cognitive, and behavioral learning among target populations. Ultimately, these conclusions reveal how UCF ought to revisit and revise the "Let's Be Clear" communication campaign to improve achievement of its strategic learning outcome goals among college students.

The intent of this study was to investigate the impact of the COVID-19 pandemic on the well-being and subjective cognition in college students. The purpose of this study as well was to investigate if those who had tested positive for COVID-19 in the past had lower levels of subjective cognitive health and if students who were affected more during the pandemic experienced more disruptions to their wellbeing. Participants (N = 105) were recruited online via the Prolific platform and took part in an online survey administered on Qualtrics. A correlational analysis was performed to examine the effects of the pandemic, and broadly on wellbeing and subjective cognition. Results illustrated that students who endorsed more education-related COVID impacts (e.g., inability to join a club on campus) endorsed higher scores on the Perceived Stress Scale (r = 0.48, p < .001), lower scores on the PROMIS subjective cognition measure (r = -.40, p < .001), higher technostress scores on the communication overload subscale (r = .30, p = .005), and lower scores on the academic performance subscale (r = -.26, p = 0.011). This study found no significant difference in perceived stress scale scores amongst those who had and had not tested positive for COVID-19. The results highlight the need for interventions to support students' mental health and cognitive functioning during pandemics, focusing on reducing communication overload and enhancing academic performance. Furthermore, the findings may be useful in informing educational policies that prioritize student well-being during times of crisis.

The label-feedback hypothesis (Lupyan, 2012) states that language can modulate visual processing. In particular, hearing or reading aloud target names (labels) speeds up performance in visual search tasks by facilitating target detection. The current study conceptually expands previous investigations by comparing the effect of a multimodal label presentation (i.e., an audio+visual, AV, priming label), with that of a multimodal (i.e. noise+visual, NV, label) and two unimodal (i.e. audio, A, label or visual, V, label) control conditions in a visual search task. Furthermore, the name of a category (i.e. a label at the superordinate level) was used as a cue, instead of the more commonly used target name (a basic level label), with targets belonging to one of three categories: proper weapons, improper weapons, garments. According to legislation, objects are typically classified as weapons if they are offensive per se (referred to here as proper) and if they are adapted for use as weapons or carried with the intent of causing injury (referred to here as improper), with specific regulations on their usage and possession in public spaces. However, little evidence exists on the validity of this distinction in psychology, despite a widespread recognition of the importance of psychological states and perceptions in risk assessment. These categories were found to vary for their structure, improper weapons being an ad hoc category unlike proper weapons and garments, and for the perceived dangerousness and familiarity of their exemplars, which increase from garments to proper weapons. Results of the two experiments on the label-feedback effect show an overall transient facilitation of visual search performance in the AV condition compared to control conditions. However, for improper weapons, no significant difference was found between the AV and the NV label condition, suggesting that the specificity of the superordinate label effect can be modulated by the structural properties of a category. The findings are consistent with the idea that the AV condition prompted an "up regulation" of the label, a requirement for enhancing the label’s beneficial effects, with the exception of improper weapons. They also highlight the status of the category of improper weapons and offer additional proof that sets it apart from proper weapons.

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This thesis presents research investigating objectively and subjectively examined cognitive impairment in Bipolar Disorder (BD) in comparison to disorders with similar cognitive symptomatologies. First, a systematic review and meta-analyses compared the cognitive performance between BD and Mild Cognitive Impairment (MCI) or dementia. Studies included in this review and meta-analyses assessed cognitive performances using multiple objective cognitive assessments. Results from these meta-analyses found greater impairment in BD relative to MCI on motor initiative abilities. Additionally, there were similarities in cognitive deficits on delayed memory recall and visuoconstructional abilities between BD and MCI. For the comparison between BD and dementia, we analyzed the findings of studies comparing BD across different mood states with different types of dementia, where BD in acute mood episode demonstrated greater deficits in attention, working memory, verbal memory, and executive function than behavioral variant frontotemporal dementia (bvFTD). In contrast, overall cognitive functioning and verbal fluency was more impaired in Alzheimer’s disease (AD) in comparison to BD during euthymia. Next, we shifted the focus on examining subjective cognitive complaints in BD relative to Major Depressive Disorder (MDD). Our study is unique from previous literature with the same aim considering that it only involved patients recently diagnosed with BD, and subjective complaints were assessed with the Cognitive Complaints in Bipolar Disorder Rating Assessment (COBRA), an instrument specific to cognitive complaints detected in BD. The findings demonstrate higher subjective cognitive complaints in euthymic BD in comparison to euthymic MDD, suggesting greater self-perceived difficulties in BD, even in the beginning of the illness. Taken together, findings from the studies presented in this thesis highlight the importance of early detection and intervention of cognitive impairments in BD, with the aim of enhancing cognitive abilities, and prevention of further cognitive degradation with the progression of the disorder / Thesis / Master of Science (MSc)