Keynote Address
Cognitive Neurobiology of Depression
Given by:
Brad A. Alford, Ph.D.
Co-Author with Aaron T. Beck: Integrative
Power of Cognitive Therapy
Co-Author with David A. Clark and Aaron T. Beck:
The University of Scranton
Brennan Hall 228
10:45-12:00
Joint Workshop
Brennan Hall 228
1:30-3:00
The Science
of Sex Differences in Science and Mathematics
Authored by: Diane F. Halpern, Camilla P. Benbow, David C.
Geary, Ruben C. Gur, Janet Shibley Hyde, and Morton Ann Gernsbacher
Reviewed by: Christie Karpiak, Ph.D.
The University of Scranton
Free Will?
What Are You Talking About?
Presented by: Galen L. Baril, Ph.D.
The University of Scranton
Workshop
Brennan Hall 203
1:30- 3:00
Applying
to Graduate School in Psychology: A Mini Workshop
Thomas P. Hogan, Ph.D., & John C. Norcross, Ph.D.
The University of Scranton
3:15- 4:30
5th Floor Atrium Brennan Hall
Board 1
Comparison of
SPSS/PC and MINITAB for Conducting Multiple Regression Analysis
Amy
Piacente & Thomas P. Hogan
The University of Scranton
SPSS and MINITAB present 2 popular choices for data analysis
by students and faculty in behavioral science statistics and research methods
courses. We systematically compare these 2 statistical packages for conducting
analysis of a classic problem in multiple regression: prediction of freshman
GPA from SAT – V, Q, and W and HS GPA for 596 cases. The comparison involves
data accession, choices to be made by the researcher for analysis, defaults
within each system, and output.
Board 2
Reliability
of Measurement Estimation Skill
Judith
M. Teter & Thomas P. Hogan
The University of Scranton
Measurement estimation, the rapid approximation of measures
of physical objects, although widely referenced in psychological and
educational research, has shown exceptionally low construct consistency. We
developed a systematic test, balanced by type (weight, length, time, counts)
and magnitude (small, medium, large) of quantities, to analyze the construct’s
internal consistency. The 36-item test was completed by 110 subjects. We
examined internal consistency for the complete test and for subsets of items grouped
by type and magnitude.
Board 3
Am I really
hearing that? An Experimental Investigation of the Audibility of Compact Disc
Tweaks
John
E. Waggoner & Gifford Howarth
Bloomsburg University
There is heated debate within the community of recording
artists, musicians, and audiophiles over whether digital media (CD’s and MP3’s)
are sonically superior to older analog media (long playing albums). Most
audiophiles will argue that LP’s sound significantly better than CD’s.
However, since most music is now released on CD’s, audiophiles have had no
choice but to listen to the supposedly inferior sound of the CD. In an effort
to improve the sound of CD’s, individuals in the audio industry have developed
a number of ‘tweaks’. Many of these tweaks are quite expensive and employ
mysterious mechanisms. There is little, if any, objective research on whether
these tweaks actually work, or whether their supposed effects are akin to
placebos. The purpose of this study was to provide a controlled investigation
of whether one particular CD tweak has audible effects on the sound of compact
discs. A group of 20 students in an audio-recording major listened to tracks
from 2 pairs of CD’s, some of which had been treated with a tweak. They
indicated whether they heard a difference between the CD’s, and which CD
sounded better to them. While performance was at chance levels on one pair of
CD’s, participants were able to detect differences at above chance levels on
the other pair and preferred the sound of the tweaked CD over the sound of the
untweaked CD.
Board 4
The Role of
Uncertainty in Auditory Backward Recognition Masking
Brandon
Bassile & Richard E. Pastore
Binghamton University (SUNY)
Auditory Backward Recognition Masking (ABRM), interference
in pitch recognition for relatively brief target stimuli caused by a later
occurring stimulus, is conjectured to reflect interference in sensory memory or
pitch processing. Uncertainty masking, the product of stimulus
variability, may provide another source of interference in the pitch
recognition decision. Studied only under minimal uncertainty conditions, the
contribution of uncertainty effects to ABRM may be underestimated. In
non-laboratory conditions, more natural variability in the later occurring
masking stimulus adds uncertainty to the pitch decision, and would likely
enhance ABRM. In the current experiment, ABRM is investigated for judging
the relative pitch of brief targets (12ms to 48ms) separated by a musical Fifth
followed by one of three maskers: single tones either lower or intermediate in
frequency to the targets, or a mixture of these maskers. Significant ABRM
was found under both minimal (constant masker) and high uncertainty (variable
masker) conditions. Further, there was a significant reduction in accuracy in
the variable masker condition from the constant masker conditions for all three
maskers. These results suggest that uncertainty masking (common to more natural
stimuli) plays an important role in auditory information processing and needs
to be considered in the study of auditory phenomenon such as ABRM.
Board 5
An
Irrelevant Color Singleton Captures Attention Under High-vs.-Low-Working Memory
Load
Bryan
R. Burnham
The University of Scranton
Attentional capture is the finding that the response time to
locate a visual target item is slowed when a salient singleton item appears in
the same visual field as the target (e.g., a single green item among red
items), compared to when the singleton is absent. Such findings suggest that
human attention is sensitive to distinct items in a visual field. However,
research has shown that a singleton can be ignored if its feature and a
target’s feature are held constant across trials. This is, presumably, because
complete top-down knowledge about which visual features are relevant and which
are irrelevant is possible, allowing a conscious control of. This study
examined whether a singleton captures attention when observers have top-down
knowledge about which visual features are relevant and irrelevant, but are prevented
from using that knowledge because working memory is overloaded. In two
experiments, observers searched for a target letter among other nontarget
letters and tried to ignore a color singleton that was present on half of the
trials. Observers performed this visual search task under both a low-working
memory load and a high-working memory load. The results indicated that
observers could control attention and ignore the singleton (i.e., it didn’t
capture attention) under low-working-memory load but not under
high-working-memory load; however, this was so only when the singleton was
task-irrelevant. When it was task-relevant the singleton captured attention
whether working memory load was low or high. The results strongly suggest that
working memory is critical for the control of attention and for suppressing
involuntary shifts of attention to distracting information.
Board 6
Local
Processing Increases False Identifications
Dr.
Robert Ryan, Bevin Lustman, Sam Elbeleidy, Kirsten Williams, & Samantha
Scott
Kutztown University
Schooler & Engstler Schooler (1990) found that
describing a face impairs people’s ability to recognize it. Subsequent studies
suggested that the impairment occurs because describing a face shifts the way
people process faces. When describing a face, people use local processing. When
recognizing faces, people use global processing. According to the processing
shift mechanism, after describing a face, people try to recognize faces by
using the same kind of processing they used to describe it. Unfortunately, the
local processing upon which describing relies is not as useful for recognizing
faces as the global processing that is usually used. Perfect (2007) supported
this mechanism by showing that directly shifting people's processing from global
to local has the same effect on face recognition as describing the face.
This processing shift has mostly been shown to have a
detrimental effect on correct identifications. Therefore, in this study we
examined the effects of the processing shift on false identifications as well
as correct identifications. Lindsay and Wells (1985) have shown that people
make fewer false identifications on lineups in which the faces are presented
sequentially than on those in which they are presented simultaneously. Therefore,
we also examined the effects of the local/global processing shift on both types
of lineup.
One member of the research team was the target person and
another conducted the procedure. After briefly encountering the target, the
participant's processing was manipulated either globally or locally by using
Navon letters. Next the participant tried to identify the target person from a
lineup. The lineups were either target present or absent, and either
simultaneous or sequential.
For the sequential lineup only, global processors
outperformed the local processors across the target present and target absent
lineups. Our findings showed that global processing results in more correct
identifications and fewer false identifications.
Board 7
An Analysis of Gender Differences in Performance on
Piaget’s Water-Level Task and Failure to Find Relationships with 2D:4D Finger
Ratios
Eva
Piatek, Rebecca Guenther, Christina Irace, and J. Timothy Cannon
The University of Scranton & Millersville University
Piaget’s Water-Level Task is one of several tests of
visuospatial abilities that reliably show gender differences with males
performing at a higher level than females (Hines, 2004). Much research suggests
that prenatal exposure to androgens may play an important role in determining
how “male” or “female” a brain develops (Manning, 2002; Baron-Cohen, 1999;
Hines, 2004). The ratio of the lengths of the second and fourth digits (2D:4D
ratio) is an index of prenatal androgen exposure (Manning, 2002; Manning,
Baron-Cohen, Wheelwright, & Sanders, 2001). 2D:4D ratio has been examined
in relation to many human characteristics, including: fertility,
attractiveness, sexual preference, athletic and musical abilities, verbal
fluency, handedness, depression, and various personality traits (Manning,
2002). We measured Water-Level Task performance and 2D:4D Finger Ratio in two
studies that also examined personality variables or additional visuospatial
tasks (data reported elsewhere). Here we specifically report on our now fairly
extensive data set (N = 316) involving Water-Level and 2D:4D Ratio (right hand
only). Overall, males made fewer Water-Level Task errors than females. There
were drawing few errors (> 5o deviation from horizontal) found for vertical
bottles, intermediate numbers for horizontal, and the greatest for oblique.
There was no sex difference for vertical bottles. Males made significantly
fewer errors on both horizontal and oblique bottles. As expected, 2D-4D ratio
was significantly higher for females, however, no significant relationships
were found between this ratio and performance measures on the Water-Level Task.
Board 8
The Effect of Synchronous vs. Asynchronous
Gestures in Early Language Learning
Joyce
A. Hayden, Research Team 4, and Nancy Rader
Ithaca College
Research suggests that caregivers can aid infant language
learning through eye gaze and dynamic gestures. In this study, we examined the
importance of synchrony when using gestures to teach new words to infants. For
our learning trials, two novel word-object pairs were presented in a digitally
edited video, and an eye tracking system was used to locate the infant's
attention while they watched it. Fifteen infants aged 9.6 months to 14.7 months
were studied using two conditions (synchronous & asynchronous). In the
synchronous condition, the object was presented using the same rhythm as the
accompanying, spoken word. In the asynchronous condition, the rhythm of the
gesture did not match that of the word. We hypothesized that infants would pay
more attention to the object when the word was spoken in the synchronous
condition. Following the learning trials, comprehension of the word-object pair
was tested by asking the infant to look at the objects. This was measured using
a ratio of correct looks to total looks. We hypothesized that comprehension
would be better for words learned during the synchronous condition. Results of
the learning trials and comprehension measures supported both hypotheses.
Infants paid more attention to objects in the synchronous condition and showed
better comprehension for words learned in this condition.
Board 9
The Effect
of Dynamic vs. Static Gestures in Early Language Learning
Stephen
K. Gillingham, Research Team 04, & Nancy Rader
Ithaca College
Research suggests that when teaching a new word to an
infant, a caregiver’s directional pointing, eye gaze, and dynamic gestures
facilitate infant language learning. These gestures may aid the infant in
making the connection between an object and a word when the caregiver presents
an object in synchrony with his or her speech. We hypothesized that dynamic
gestures would elicit more attention than static held gestures, measured by
tracking eye movements. Seventeen infants aged 9.8 to 13.9 months participated
in this study. In a digitally edited video, a speaker presented two learning
trials which paired a novel object with a novel word using either a dynamic or
static gesture. The dynamic condition presented the object so that the rhythm
of the gesture matched the word’s rhythm. The static condition presented the
word for the object while the object remained still. After the two learning
trials, we tested comprehension of the word-object pair by using the video in
which the presenter asked infants to look at specific objects. We measured
comprehension as a ratio of correct looks to total looks. After analysis, the
results from the learning trials show that fixation on the object as the word
was being said was greater in the dynamic condition than the static condition.
Results also show that infants had better comprehension for words learned in
the dynamic condition as opposed to those in the static condition. By using
dynamic gestures, caregivers can direct infant attention in a way that
encourages joint processing of the object and word. We believe that this joint
processing contributes to early word learning.
Board 10
Differences in Physical Signs of Aggression
in BALB/c Mice as a Function of Home Cage Enrichment
Michael J. Garcia, Brentt J. Swetter, Christie P.
Karpiak, & J. Timothy Cannon
University of Scranton
Recent studies of environmental enrichment have focused on
improvements of behavioral measures such as anxiety and learning with
relatively minor amounts of enrichment in standard size housing units.
Differences in enrichment should be expected to correspond with differences in
behavior, including aggression. BALB/c mice from Jackson Laboratory were used
as breeding stock to obtain 123 subjects. Mice were placed in standard size
cages (22 x 16.5 x 13.6 cm high) and randomly assigned to one of four
conditions: the control condition received only standard living conditions.
The shelter condition consisted of Mouse Igloo ®. The novel
object condition consisted of Mouse Igloo ® and one of eight toys that
was changed every fourth day. The exercise condition received a Mouse
Igloo ® with a Fast Trac ® running wheel and Nestlets ®.
All animals were housed in the same room with a 12/12 dark light cycle and
received water and food ad libitum. Animals were routinely examined for
aggression, and ratings were determined between 5 and 6 months of age. Physical
signs of aggression were measured on a scale of 0-4: 0 - no sign of aggression,
1 - mild hair loss, 2 - moderate to severe hair loss, 3 - some visible broken
skin, and 4 - moderate to severe broken skin. Among male BALB/c mice, inclusion
of a running wheel corresponded with significantly greater physical signs of
aggression than any other housing arrangements. The novel object
condition showed the least aggression. Further analysis shows these
results are predominantly driven by differences in male behavior across the
four conditions. The results support previous findings that the presence
of running wheels increase aggression in BALB/c. The findings also suggest
that presence of a Mouse Igloo ® and a novel toy significantly decreases
aggressive behavior.
Board 11
Caesar
G. Imperio, Brentt J. Swetter, Christie P. Karpiak, and J. Timothy Cannon
The University of Scranton
Environmental enrichment of laboratory housing has been
shown to produce a number of beneficial effects: decreased maladaptive
behaviors, improved spatial memory, and improved health. Enrichment strategies
have normally involved much larger than normal housing units that contained a
variety of enrichment components. The purpose of this study was to determine if
enrichment within a standard shoebox-style housing unit could decrease measures
of anxiety in mice. BALB/cJ mice were used because they are considered to be a
good model of trait anxiety. Mice were group housed (3-4 per cage) in a
standard enclosures (22 x 16.5 x 13.6 cm high) for 6 months in one of four conditions:
Standard (woodchip bedding, food and water ad libitum), Igloo (Standard
plus igloo), Igloo + Novel Object condition (Sheltered plus one of 8 toys
rotated every 3 to 4 days), and Igloo + Running Wheel condition (Sheltered plus
running wheel, & Nestles®). Mice from these 4 conditions were then tested
during their dark phase on the Elevated Plus and in Open Field to measure
anxiety. The Enriched conditions showed decreases in induces of anxiety on the
Elevated Plus and the Open Field tests. These results demonstrate that
enrichment effects can be produced in standard shoebox-style housing units.
Board 12
Occurrence
and Perception of Traumatic Events in Relation to Anxiety, Depression, and
Somatization
Allison
M. Smith, Radhika Pasupuleti, Cerissa L. Creeden, Ellen Flannery-Schroder
University of Rhode Island
A recent
epidemiological study estimated the lifetime prevalence rate of exposure to at
least one traumatic event at 90%. Such exposure has been found to be related to
poor mental health outcomes including anxiety, depression, and somatization.
One’s interpretations of traumatic events may play a role in the development of
such forms of psychopathology. However, studies rarely assess whether
individuals actually perceived the events as traumatic. There may be
differences in outcomes among those who did not experience an event (NO-EV),
those who experienced an event but did not perceive it as traumatic (EV-NTR),
and those who experienced an event and perceived it as traumatic (EV-TR). It is
hypothesized that EV-TR would have the most adverse outcomes. The present study
aimed to examine anxiety, depression, and somatization across these groups with
regard to eight traumatic events, using the Traumatic Events Scale and Revised
Symptom Checklist. Participants (N=232) were undergraduates at a predominantly
white, northeastern university. The sample was 60% female, with a median age of
18. Multivariate analyses of variance with Tukey tests were conducted for each
event.
With divorce,
EV-TR reported significantly more somatization than NO-EV. EV-TR also reported
significantly more depressive symptoms than NO-EV with traumatic sexual
experiences and physical abuse. With illness, EV-TR reported significantly more
somatization than NO-EV and more depressive symptoms than both remaining
groups. Thus, differences in perceptions of illness were associated with
differences in symptom expression. There were no significant group differences
in outcomes after death, violence, fire/accident, or disaster. There were also
no differences in anxiety across groups. These findings can shape tailor
interventions for those with trauma histories. Future research might examine
variability across culture and gender.
Board 13
The
Therapist’s Therapist: Selection Criteria and Demographic Congruence
Danielle
M. Schatz, Krystle L. Evans, John C. Norcross, & Denise H. Bike
The University of Scranton
American psychologists, social workers, and counselors (N
= 610) described their personal psychotherapists and the criteria used to select
them. Competence, warmth, clinical experience, and openness emerged as the top
rated of 20 therapist selection criteria. Religion, ethnicity/race, and
research productivity were rated low. Mental health professionals tended to
choose therapists of the same gender, profession, and theoretical orientation;
for example, 61% of women chose female therapists and 70% of psychoanalytic
therapists chose psychoanalytic therapists.
Board 14
Do We Practice What We Preach? Why
Psychotherapists Decline Personal Therapy
Krystle
L. Evans, Danielle M. Schatz, John C. Norcross, & Denise H. Bike
The University of Scranton
The present study probed the
reasons that 15 to 25% of psychotherapists do not seek personal therapy across
their careers. A national sample of psychologists, social workers, and
counselors reported that the most important reasons for not attending personal
therapy were having other sources of sufficient support, dealing with stress
alternatively, and resolving the problem before therapy was sought.
Academicians, cognitive and behavioral therapists were least likely to seek
therapy for themselves.
Board 15
Getting
In and Getting Money: GRE Scores, Acceptance Rates, and Financial Assistance in
APA-Accredited Clinical Programs
Jeannette
L. Ellis, John C. Norcross (The University of Scranton), & Michael
A. Sayette (University of Pittsburgh)
We surveyed directors of the 232
APA-accredited doctoral programs in clinical psychology (98% response)
regarding their acceptance rates, financial assistance, and credentials of
incoming students. Results are summarized for all programs and then separately
for PsyD, practice-oriented PhD, equal-emphasis PhD, and research-oriented PhD
programs. PsyD programs admitted higher percentages of applicants than PhD
programs (39% vs. 10%) with lower GRE scores but awarded less full financial
assistance (7% vs. 75% of students).
Board 16
“College
Students’ Perceive Professors with Doctoral Degrees to be More Intelligent Than
Professors with Other Degrees”.
Stephanie
DeGrace
Utica College
Previous
research has examined the influence of such variables as large class teaching
(Papo, 1999), instructors’ fashion (Morris, Gorham, Cohen, & Huffman,
1996), professors’ teaching habits (Miley and Gonsalves, 2003), ideal traits of
male and female college professors (Rubin 1981), and teacher qualifications on
perception of professors. (Okpala and Ellis, 2005). Surprisingly, little
research has been conducted on the topic of perception of college professors in
terms of their education level. This study was designed to examine college
students’ perceptions of college professors with different levels of education.
Participants read a short vignette and rated the professors described in the
vignette. In each vignette, the professor had one of the following four levels
of education: bachelor’s degree, master’s degree, doctoral degree, or no degree
specified. The data revealed that participants believed that professors with
the highest education level ( i.e., doctoral degree) were smarter than all
other education levels (F (3, 66) = 3.76, p > .05). The
data also revealed that participants believed the professor with no degree
specified was more Successful (F (3, 66) = 4.08, p <
.05) and also believed the professor’s class would be more difficult than all
other education levels (F (3, 66) = 2.7, p < .05).
Board 17
Forgiveness,
Reconciliation and Religiosity Among College Students and Elders
Laura
L. Hafner & Dr. Marion Mason
Bloomsburg University
Psychological research on the concept and process of
forgiveness has increased dramatically over the past two decades. The current
study investigates individuals’ attitudes toward forgiveness, particularly
regarding reconciliation and religious perspectives, among a sample of
undergraduate college students and a sample of older adults. The 71
participants included 56 college students (ages 19 to 40), and 15 elder
participants (ages 79 to 96). College students and older adults were compared
in their views on whether forgiveness has a religious quality and on the need
for reconciliation. Participants were asked to complete the Reconciliation and
Religion subscales of the Forgiveness Survey (Mason, 2000) and respond to
several demographic items, including age, gender, religious importance, and
religious preference. The forgiveness as reconciliation factor reflects an
individual’s views on repairing a relationship after a painful situation.
Higher scores indicate that both parties need to reconcile in order to move
on. One example statement is: “I must show someone that I forgive him/her in
order for true forgiveness to take place.” The forgiveness as a religious
value factor reflects an individual’s views of a Divine power serving as a
model for forgiveness. Higher scores indicate that their religious beliefs
play a large role in their ability to forgive others. One example statement
is: “It helps me forgive someone else when I think of how God forgives us
all.” Data indicated that older adults valued religion more than the college
students and were more likely to view forgiveness as having roots in religion.
It is also clear that regardless of age, those who find religious beliefs more
valuable also saw forgiveness as a religious concept. Conversely,
reconciliation was not related to any of the major variables. Reconciliation
appears to vary from person to person regardless of age or value of religion.
Board 18
Informed Consent: Do Students Read Consent
Forms or Know Their Rights?
Antonio
Cillo and Eileen Astor-Stetson
Bloomsburg University
Both the federal government (e.g., Department of Health and
Human Services) and the American Psychological Association (APA, 2002) specify
clear guidelines for what informed consent must include. Given the consistent
concern about informed consent there is surprisingly little research on
participants’ understanding of their rights (e.g., Bruzzese & Fisher, 2003)
or on whether participants even read the informed consent.
The present study included two components: an assessment of
whether college students read the consent form and a test of college students’
knowledge of their rights as participants.
To investigate whether students read the informed consent,
imbedded in the informed consent for a survey of variables predicting
aggression, a line stated “If you are actually reading this, please put a small
x on the top page of the first page of the survey, and please do not tell your
friends”. Several weeks later students completed a test of their knowledge of
their rights as participants.
For the initial component of the study, 202 students
returned surveys: 90 (44.55%) included the x. On the second component of the
study, a 16 question test of knowledge, the average score was 61.93% .The need
for more instruction on participants’ rights and the importance of reading
consent will be discussed.
Presenters
Alford, B. A . . ..................................................................................................................... 5
Astor-Stetson, E................................................................................................................. 24
Baril, G. L............................................................................................................................. 6
Bassile, B............................................................................................................................ 10
Bike, D. H.................................................................................................................... 19,
20
Burnham, B. R.................................................................................................................... 11
Cannon, J. T........................................................................................................... 13,
16, 17
Cillo, A...............................................................................................................................
24
Creeden, C. L..................................................................................................................... 18
DeGrace, S......................................................................................................................... 22
Elbeleidy, S......................................................................................................................... 12
Ellis, J. L............................................................................................................................. 21
Evans, K. L................................................................................................................... 19,
20
Flannery-Schroder, E.......................................................................................................... 18
Garcia, M. J........................................................................................................................ 16
Gillingham, S. K.................................................................................................................. 15
Guenther, R......................................................................................................................... 13
Hafner, L. L........................................................................................................................ 23
Hayden, J. A....................................................................................................................... 14
Hogan, T. P.................................................................................................................. 6,
7, 8
Howarth, G........................................................................................................................... 9
Imperio, C. G...................................................................................................................... 17
Irace, C.
...........................................................................................................................
13
Karpiak, C. P........................................................................................................... 6,
16, 17
Lustman, B.......................................................................................................................... 12
Mason, M........................................................................................................................... 23
Norcross, J. C.................................................................................................... 6,
19, 20, 21
Pastore, R. E....................................................................................................................... 10
Pasupuleti, R....................................................................................................................... 18
Piacente, A........................................................................................................................... 7
Piatek, E............................................................................................................................. 13
Rader, N....................................................................................................................... 14,
15
Research Team 4................................................................................................................ 14
Research Team 04…..........................................................................................................15
Ryan, R...............................................................................................................................
12
Sayette, M. A..................................................................................................................... 21
Scott, S...............................................................................................................................
12
Schatz, D.M.................................................................................................................. 19,
20
Smith, A. M........................................................................................................................ 18
Swetter, B. J................................................................................................................. 16,
17
Teter, J.M............................................................................................................................. 8
Waggoner, J. E..................................................................................................................... 9
Williams, K......................................................................................................................... 12