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An Erp Study Of The Effects Of Iconic And Nonsense Gestures On Memory Formation, Brianna E. Cairney
An Erp Study Of The Effects Of Iconic And Nonsense Gestures On Memory Formation, Brianna E. Cairney
LSU Master's Theses
Co-speech gesture is an important part of human communication and aids in comprehension, learning, and memory. The addition of iconic gestures to speech has been shown in prior work to enhance memory for the speech. However, it remains unclear as to whether this benefit requires gestures to be meaningful, or, conversely, if any attentionally-engaging gesture will enhance memory. In the current study, we tested two theories to explain the mnemonic benefits of co-speech gesture: Dual Coding Theory, which attributes these benefits to multimodal encoding and enhanced imageability, and Attentional Highlighting Theory, which posits that gestures draw more attention to concurrent …
The Effects Of Emotion And Action On Binding In Memory, Kacie Mennie
The Effects Of Emotion And Action On Binding In Memory, Kacie Mennie
LSU Master's Theses
The ability to successfully bind features and objects at different levels of abstraction is important for everyday functioning of memory. The current study examined how actions and emotional arousal influence item recognition and between-item binding across two experiments. According to the Arousal-Biased Competition Theory (ABC; Mather and Sutherland, 2011), binding can be enhanced by emotional arousal, depending upon what is the focus of attention within a scene. In the current study, participants viewed a series of slides, each of which depicted a person performing an action with an object, as well as an object that is not interacted with. All …
The Truth About Lying: The Memorial Effects Of Deliberately Producing Misinformation, Kathleen M. Vieira
The Truth About Lying: The Memorial Effects Of Deliberately Producing Misinformation, Kathleen M. Vieira
LSU Master's Theses
There are different ways of lying and these lies may have different impacts on memory. In this study, participants studied pictures of objects, and later lied and told the truth about these and other objects by describing them or by denying they had seen them. Forty-eight hours later, participants were tested on their source memory. Results revealed that participants had good memory for having falsely described a never-seen object, but poor memory for having falsely denied seeing a studied object. These results suggest that telling certain types of lies may make a person more likely to forget having lied at …
Assessing Attentional Bias And Cerebral Laterality In Specific Phobia Using A Dichotic Listening Paradigm, Whitney Shay Jenkins
Assessing Attentional Bias And Cerebral Laterality In Specific Phobia Using A Dichotic Listening Paradigm, Whitney Shay Jenkins
LSU Master's Theses
Researchers have found fear to impact a variety of cognitive variables in individuals with specific phobia. Attentional bias is a cognitive variable that has received considerable attention in the specific phobia literature; however, the existing literature follows only one line of attentional bias—bias as encoded through images, words, or other content presented visually. This study aimed to expand on this area by assessing attention and cerebral laterality in individuals with specific phobia using a dichotic listening paradigm (i.e., via auditory means). Results indicated that participants with specific phobias do not significantly differ from controls in terms of the number of …
Intellectual Ability In Children With Anxiety: A Replication And Exploration Of The Differences, Melissa S. Munson
Intellectual Ability In Children With Anxiety: A Replication And Exploration Of The Differences, Melissa S. Munson
LSU Master's Theses
The purpose of this study was to examine the effect of anxiety on the intellectual functioning of children. Specifically, the current researchers sought to replicate previous findings that children with higher levels of anxiety have significantly lower scores on tests of intelligence. A second goal was to examine possible reasons for these deficits, including possible deficits in working memory and/or attention. Participants were divided into two groups with high and low anxiety, based on a self-report measure, though none of the children reported clinically problematic anxiety. The participants were 19 children (10 males, 9 females) who were recruited from the …