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Articles 1 - 3 of 3
Full-Text Articles in Psychology
Effects Of Embodiment On Perceptual And Affective Responses To Infant Crying, Jennifer B. Bisson
Effects Of Embodiment On Perceptual And Affective Responses To Infant Crying, Jennifer B. Bisson
Master's Theses
Three experiments were conducted to investigate how changes in bodily states might be related to perceptions of infant vocalizations. In Study 1, participants were asked to hold a pencil between their lips, mimicking a smile, while listening to infant crying. Although there were no embodied effects for perceptual ratings, results indicated that this manipulation decreased participants’ self-reported, negative affect. In Study 2, participants were played both infant crying and birdsong while exposed to similar embodied manipulations, including activation of muscles related to approach and withdrawal behavior. There were no embodied effects for ratings of crying or for affect. Comparing Study …
Effects Of Delayed Auditory Feedback On Young Infants’ Crying, Sarah M. Sanborn
Effects Of Delayed Auditory Feedback On Young Infants’ Crying, Sarah M. Sanborn
Master's Theses
Neural control of newborn crying has typically been considered to originate primarily in the lower brain centers, although support for this assumption is limited. To address this, the present study manipulated newborn infants’ perceptual experience during a cry bout through use of delayed auditory feedback (DAF). Atypical cry productions during DAF would suggest that newborn crying is under higher levels of cortical control than previously assumed. Infants’ spontaneous crying was recorded for 2 minutes at 4 weeks of age (n=16) and again at 8 weeks of age (n=17) using an ABA design, alternating synchronous feedback with DAF. Standard repeated-measures 2 …
Adolescent Meaning Making Of Past Experience, Joshua Noffsinger
Adolescent Meaning Making Of Past Experience, Joshua Noffsinger
Honors Scholar Theses
This study examined the meaning making processes of self-defining memories in adolescents, as well as how they co-construct the narratives of these events with their parents. The sample consisted of 53 students, aged 12-14, who came in for recorded laboratory sessions to discuss self-defining memories with their parents. These sessions were later coded on levels of meaning making and co-construction. These codes were, then, analyzed with the adolescents’ questionnaire scores regarding friendship quality, internalizing, and externalizing behaviors. The data revealed that adolescents and parents were both rated higher for more complex levels of meaning making and that those rated higher …