Psychology Commons^™

Investigating The Impact Of Dividing Attention On Auditory And Visual Object Memory, Sharica Lee, Alexa Salomon, Laura L.S. Werner, Kevin D. Mohawk, Maggie Mcmullin

Undergraduate Research Symposium Posters

Recently, we found that dividing attention reduced recollection and familiarity for visual objects, but a different pattern emerged for auditory object memory: auditory object recollection was not affected by dividing attention. This could be attributable to differing levels of baseline performance with visual memory far exceeding auditory memory. Thus, we attempted to equate baseline performance in both modalities in order to adequately investigate the previous findings.

Musicality, Misophonia Sensitivity, And Responsiveness To Misophonia Videos, Alexis Rice, Jennifer Hsu, Kaela Omengan, Sivan Barashy

Undergraduate Research Symposium Posters

Misophonia sensitivity as measured by the A-MISO-S predicts emotional responses to misophonia trigger videos, but musical sophistication (Gold MSI scores) did not. A measure of real-time responses to videos can capture a meaningful aspect of misophonic experience in the general population. Future research should investigate whether more direct measures of musicality such as perceptual tasks will show a relationship between musicality and misophonic reactions.

The Stability Of The Speech-To-Song Illusion, Jennifer Hsu, Brooke Booth, Jordyn Karns, Rodica R. Constantine

Undergraduate Research Symposium Posters

The Speech-to-Song (STS) illusion: when a listener is presented with multiple repetitions of a spoken phrase and begins to hear it as increasingly song-like. In the present study, we aim to verify anecdotal evidence that suggests the STS illusion is temporally stable and replicate existing evidence that excerpts transform to song by the third or fourth repetition and perhaps faster upon future encounters.

Infants' Intermodal Knowledge Of Gender Using Faces And Voices, Bijoux Cheun, Christina Saliba, Alexis Rice, Marian Espina

Undergraduate Research Symposium Posters

Infants begin to use intermodal knowledge to match male and female faces to the corresponding voice, in their first year of life.

Infants have more experience with female faces which should lead to greater intermodal knowledge of female faces.

Previous studies have found inconsistent results. This could be due to the type of stimuli used.

This study uses several pairs of static and dynamic faces to investigate how methodological differences may impact infants' performance.

[Introduction To] Well-Grounded: The Neurobiology Of Rational Decisions, Kelly Lambert

Bookshelf

Contingency calculations—the ability to predict the outcomes of decisions and actions—are critical for survival and success. Our amazing brains continually process past and current experiences to enable us to make the most adaptive choices. But when the brain’s information systems are compromised—by such varying conditions as drug addiction, poverty, mental illness, or even privilege—we can lose the ability to arrive at informed decisions.

In this engaging book, behavioral neuroscientist Kelly Lambert explores a variety of the modern factors that can lead to warped neural processing, or distorted realities she terms “brain bubbles.” Individuals who define success in terms of creature …

Incorporating The Brain Sciences Into The Teaching Of Business Psychology, Raymond L. Forbes Jr.

Learning Showcase 2016: A Celebration of Discovery, Transformation and Success

Franklin University has been at the forefront of integrating the findings of Neuroscience into its' masters degree program in Business Psychology. The teaching problem has been how to translate the often esoteric research of brain scientists into applications useful at the personal and organizational levels.

Integrating Cognitive Science With Innovative Teaching In Stem Disciplines, Mark A. Mcdaniel, Regina F. Frey, Susan M. Fitzpatrick, Henry L. Roediger Iii

Books and Monographs

This volume collects the ideas and insights discussed at a novel conference, the Integrating Cognitive Science with Innovative Teaching in STEM Disciplines Conference, which was held September 27-28, 2012 at Washington University in St. Louis. With funding from the James S. McDonnell Foundation, the conference was hosted by Washington University’s Center for Integrative Research on Cognition, Learning, and Education (CIRCLE), a center established in 2011. Available for download as a PDF. Titles of individual chapters can be found at http://openscholarship.wustl.edu/circle_book/.