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Articles 1 - 14 of 14
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Who Is Empowered? Relative Importance Of Dispositional And Situational Sources To Psychological Empowerment, Daniel Simonet, Katherine E. Miller, Sylvia Luu, Kevin Askew, Anupama Narayan, Sydnie Cunningham, Camila Pena, Amen Attar, Rose Fonseca, Holly M. Kobezak
Who Is Empowered? Relative Importance Of Dispositional And Situational Sources To Psychological Empowerment, Daniel Simonet, Katherine E. Miller, Sylvia Luu, Kevin Askew, Anupama Narayan, Sydnie Cunningham, Camila Pena, Amen Attar, Rose Fonseca, Holly M. Kobezak
Department of Psychology Faculty Scholarship and Creative Works
Major reviews of psychological empowerment (PE) suggest four broad sources to becoming empowered: organizational, leadership, job, and dispositional. This study examines the redundancy, uniqueness, and relative importance within and across these situational and dispositional domains using commonality and dominance analyses. Across multiple samples, we find (a) within socio-structural domains, empowering leadership, knowledge sharing, and task significance are the most unique organizational sources of PE, (b) dispositional predictors augment situational features in explaining PE, and, perhaps most importantly, (c) job characteristics (JC) along with core self-evaluation (CSE) occupy the most dominant role on PE. In study 1 (N = 229), rank …
A Lack Of Exposure To School Psychology Within Undergraduate Psychology Coursework, Joel O. Bocanegra, Aaron A. Gubi, Gregory L. Callan, Sally Grapin, John Mccall
A Lack Of Exposure To School Psychology Within Undergraduate Psychology Coursework, Joel O. Bocanegra, Aaron A. Gubi, Gregory L. Callan, Sally Grapin, John Mccall
Department of Psychology Faculty Scholarship and Creative Works
School psychology is experiencing a personnel shortage crisis, and scholars suggest that a possible contributing factor is its underrepresentation in undergraduate psychology curricula. Most school psychology trainers do not teach at the undergraduate level, thus undergraduate psychology students may not be adequately exposed to school psychology during undergraduate training. Research suggests that increased knowledge and exposure to school psychology are associated with increased intentions for school psychology. In the current study, 55 undergraduate students completed measures of knowledge, exposure, self-efficacy, outcome expectations, and choice intentions at the beginning and end of professional psychology courses. Results indicated that students enrolled in …
The Montclair Map Task: Balance, Efficacy, And Efficiency In Conversational Interaction, Jennifer Pardo, Adelya Urmanche, Hannah Gash, Jaclyn Wiener, Nicholas Mason, Sherilyn Wilman-Depena, Keagan Francis, Alexa Decker
The Montclair Map Task: Balance, Efficacy, And Efficiency In Conversational Interaction, Jennifer Pardo, Adelya Urmanche, Hannah Gash, Jaclyn Wiener, Nicholas Mason, Sherilyn Wilman-Depena, Keagan Francis, Alexa Decker
Department of Psychology Faculty Scholarship and Creative Works
This paper introduces a conversational speech corpus collected during the completion of a map-matching task that is available for research purposes via the Montclair State University Digital Commons Data Repository. The Montclair Map Task is a new, role-neutral conversational task that involves paired iconic maps with labeled landmarks and a path drawn from a start point, around various landmarks, to a finish mark. One advantage of this task-oriented corpus is the ability to derive independent objective measures of task performance for both members of a conversational pair that can be related to aspects of communicative style. A total of 96 …
Children's Response, Landmark, And Metric Strategies In Spatial Navigation, Jennifer Yang, Edward C. Merrill, Qi Wang
Children's Response, Landmark, And Metric Strategies In Spatial Navigation, Jennifer Yang, Edward C. Merrill, Qi Wang
Department of Psychology Faculty Scholarship and Creative Works
When interacting with the environment, one can encode spatial information via egocentric or allocentric perspectives. Allocentric processing can include both landmark and geometric information. The current study examined egocentric response-focused, allocentric landmark-focused, and allocentric metric-focused processing strategies in large-scale spatial environments among 38 children aged 6–8 years, 31 children aged 9 and 10 years, and 53 young adults. The current study used a new testing paradigm that made it possible to investigate all three spatial strategies in the same setting. Participants completed a series of experiments in a modified radial arm maze. By systematically changing the starting locations and landmark …
Clinician Experience And Attitudes Toward Safety Planning With Adolescents At Risk For Suicide, Jazmin Reyes-Portillo, Eleanor L. Mcglinchey, Josefina Toso-Salman, Erica M. Chin, Prudence W. Fisher, Laura Mufson
Clinician Experience And Attitudes Toward Safety Planning With Adolescents At Risk For Suicide, Jazmin Reyes-Portillo, Eleanor L. Mcglinchey, Josefina Toso-Salman, Erica M. Chin, Prudence W. Fisher, Laura Mufson
Department of Psychology Faculty Scholarship and Creative Works
This study examined clinician experiences and attitudes toward safety planning in a large urban pediatric psychiatry department serving primarily Latino youth. A total of 46 clinicians completed a survey assessing their experience with and attitudes toward safety planning with adolescents at-risk for suicide. The majority of clinicians were female (78%), non-Latino White (54%), and aged 30–39 (52%). Clinicians’ attitudes were largely positive (M = 3.69 SD = 0.47, Range = 2.42–4.42). However, many clinicians (n = 24) were not convinced that safety planning reduces the imminent risk of suicidal behavior in patients. This study provides more depth to our understanding …
Guilty Pleas Of Youths And Adults: Differences In Legal Knowledge And Decision Making, Tina Zottoli, Tarika Daftary Kapur
Guilty Pleas Of Youths And Adults: Differences In Legal Knowledge And Decision Making, Tina Zottoli, Tarika Daftary Kapur
Department of Psychology Faculty Scholarship and Creative Works
Few studies have examined differences in the guilty plea decisions of youth and adults. In interviews with 64 youth (X = 15.9, SD = 1.2) and 56 adults (X = 38.5, SD = 11.5) who pleaded guilty to felonies in New York City, we found important differences between the youths and adults in their understanding of the plea process, the factors they considered when making decisions, and their rationales for their decisions. Youth were less likely to recognize that a guilty plea resulted in a criminal record and to understand the trial process, and they reported having considered fewer potential …
Racial Bias In Perceptions Of Size And Strength: The Impact Of Stereotypes And Group Differences, David J. Johnson, John Paul Wilson
Racial Bias In Perceptions Of Size And Strength: The Impact Of Stereotypes And Group Differences, David J. Johnson, John Paul Wilson
Department of Psychology Faculty Scholarship and Creative Works
Recent research has shown that race can influence perceptions of men’s size and strength. Across two studies (Study 1: N = 1,032, Study 2: N = 303) examining men and women from multiple racial groups (Asian, Black, and White adults), we found that although race does impact judgments of size and strength, raters’ judgments primarily track targets’ objective physical features. In some cases, racial stereotypes actually improved group-level accuracy, as these stereotypes aligned with racial-group differences in size and strength according to nationally representative data. We conclude that individuals primarily rely on individuating information when making physical judgments but do …
The Relation Between Descriptive Norms, Suicide Ideation, And Suicide Attempts Among Adolescents, Jazmin Reyes-Portillo, Alison M. Lake, Marjorie Kleinman, Madelyn S. Gould
The Relation Between Descriptive Norms, Suicide Ideation, And Suicide Attempts Among Adolescents, Jazmin Reyes-Portillo, Alison M. Lake, Marjorie Kleinman, Madelyn S. Gould
Department of Psychology Faculty Scholarship and Creative Works
This study examined the relationship between adolescents' beliefs about the prevalence of youth suicide ideation (ideation descriptive norms) and suicide attempts (attempt descriptive norms) with self-reported suicide ideation and attempts. Descriptive norms, suicide ideation, and suicide attempts as well as gender, race/ethnicity, and exposure to family, peer, and others' suicide were assessed in 2,109 students at six suburban New York State high schools. After controlling for demographic variables and exposure to suicide, elevated ideation descriptive norms and attempt descriptive norms were associated with higher rates of suicide ideation and lifetime suicide attempts among adolescents. Adolescents who believed suicide ideation and …
How Multiteam Systems Learn, Valerie Sessa, Manuel London, Marlee Wanamaker
How Multiteam Systems Learn, Valerie Sessa, Manuel London, Marlee Wanamaker
Department of Psychology Faculty Scholarship and Creative Works
Purpose: Extending a model of how teams learn, this paper aims to present a model of multiteam system (MTS) learning, comparing similarities and differences between how MTSs learn and how component teams learn. The paper describes the value of adaptive, generative and transformative learning for increasing MTS development over time. Design/methodology/approach: The model proposes that environmental demands trigger adaptive, generative and transformative MTS learning, which is further increased by the MTS’s readiness to learn. Learning can happen during performance episodes and during hiatus periods between performance episodes. Findings: Learning triggers coupled with readiness to learn and the cycle and phase …
How Children Talk About Events: Implications For Eliciting And Analyzing Eyewitness Reports, Sonja P. Brubacher, Carole Peterson, David La Rooy, Jason J. Dickinson
How Children Talk About Events: Implications For Eliciting And Analyzing Eyewitness Reports, Sonja P. Brubacher, Carole Peterson, David La Rooy, Jason J. Dickinson
Department of Psychology Faculty Scholarship and Creative Works
Legal and social service professionals often question whether various features of young witnesses’ responses during interviews are characteristic of children’s event reports or whether these features are concerning findings that reflect degraded memory, outside influence, or other phenomena. To assist helping professionals and researchers who collect data through interviews, we aggregated findings from child eyewitness studies and revisited transcript sets to construct fifteen principles that capture how children talk about events. These principles address children’s earliest event narratives, how children report information as interviews unfold and typical features of their narratives, threats to the accuracy of answers, the influence of …
How Children Talk About Events: Implications For Eliciting And Analyzing Eyewitness Reports, Sonja P. Brubacher, Carole Peterson, David La Rooy, Jason Dickinson, Debra Ann Poole
How Children Talk About Events: Implications For Eliciting And Analyzing Eyewitness Reports, Sonja P. Brubacher, Carole Peterson, David La Rooy, Jason Dickinson, Debra Ann Poole
Department of Psychology Faculty Scholarship and Creative Works
Legal and social service professionals often question whether various features of young witnesses’ responses during interviews are characteristic of children's event reports or whether these features are concerning findings that reflect degraded memory, outside influence, or other phenomena. To assist helping professionals and researchers who collect data through interviews, we aggregated findings from child eyewitness studies and revisited transcript sets to construct fifteen principles that capture how children talk about events. These principles address children's earliest event narratives, how children report information as interviews unfold and typical features of their narratives, threats to the accuracy of answers, the influence of …
Longitudinal Effects Of Rti Implementation On Reading Achievement Outcomes, Sally Grapin, Nancy Waldron, Diana Joyce-Beaulieu
Longitudinal Effects Of Rti Implementation On Reading Achievement Outcomes, Sally Grapin, Nancy Waldron, Diana Joyce-Beaulieu
Department of Psychology Faculty Scholarship and Creative Works
Because several studies have investigated student outcomes in schools implementing Response to Intervention (RtI), relatively little research has investigated the impact of implementation on students’ long-term achievement outcomes (i.e., several years after exposure). The purpose of this study was to describe one elementary school's RtI implementation process and to examine students’ long-term reading comprehension outcomes following their exposure to various phases of implementation. Four cohorts of students who experienced different implementation phases (i.e., a baseline condition or Phases I, II, or III of implementation) during Grade 2 were subsequently followed across Grades 3, 4, and 5 to examine their outcomes …
Do Familiar Memory Items Decay?, Timothy J. Ricker, Joshua Sandry, Evie Vergauwe, Nelson Cowan
Do Familiar Memory Items Decay?, Timothy J. Ricker, Joshua Sandry, Evie Vergauwe, Nelson Cowan
Department of Psychology Faculty Scholarship and Creative Works
There is a long-standing debate over whether the passage of time causes forgetting from working memory, a process called trace decay. Researchers providing evidence against the existence of trace decay generally study memory by presenting familiar verbal memory items for 1 s or more per memory item, during the study period. In contrast, researchers providing evidence for trace decay tend to use unfamiliar nonverbal memory items presented for 1 s or less per memory item, during the study period. Taken together, these investigations suggest that familiar items may not decay while unfamiliar items do decay. The availability of verbal rehearsal …
Relations Of Emotion Regulation, Negative And Positive Affect To Anxiety And Depression In Middle Childhood, Kristen Uhl, Leslie F. Halpern, Celia Tam, Jeremy K Fox, Julie L. Ryan
Relations Of Emotion Regulation, Negative And Positive Affect To Anxiety And Depression In Middle Childhood, Kristen Uhl, Leslie F. Halpern, Celia Tam, Jeremy K Fox, Julie L. Ryan
Department of Psychology Faculty Scholarship and Creative Works
Objectives: The associations between coping, emotion regulation, and child psychopathology have been the subject of extensive research. Many studies have focused on voluntary processes of emotion regulation. In addition to controlled regulatory processes, children’s involuntary, automatic processes based in individual differences in temperament may also impact emotion regulation and children’s psychological adjustment. The current study examined the relations of emotion regulation and temperament to children’s symptoms of anxiety and depression in middle childhood. Methods: Study participants included 126 children (50% Male, 68.0% Caucasian; M = 9.60 years, SD = 0.52) recruited from a suburban school district. Participants completed self-report measures …