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Full-Text Articles in Social and Behavioral Sciences
Intersensory Redundancy Educates Human Infants' Attention To The Prosody Of Speech, Irina Castellanos
Intersensory Redundancy Educates Human Infants' Attention To The Prosody Of Speech, Irina Castellanos
FIU Electronic Theses and Dissertations
The following study examined how young infants learn to detect the amodal properties available in prosodic speech (e.g., affect, duration, patterns consisting of tempo, rhythm, and intensity changes) in contexts where intersensory redundancy is not available. It is proposed that the detection of amodal properties in redundant audiovisual stimulation can "educate" selective attention (Gibson, 1979), to those same properties in subsequent nonredundant stimulation (Lickliter, Bahrick, & Markham, 2006). If so, then infants pre-exposed to redundant audiovisual as compared with nonredundant unimodal auditory speech should discriminate amodal properties of prosodic speech during nonredundant unimodal auditory habituation and testing sessions. Results confirmed …
Coping With Life Events Through Possible Selves, Michelle L. Barreto
Coping With Life Events Through Possible Selves, Michelle L. Barreto
FIU Electronic Theses and Dissertations
This study examines the integration of life events into the possible selves repertoire and explores the potential relationship between event-related possible selves and coping. The sample consisted of 198 participants, with age ranging from 18 - 84. Participants were administered interviews consisting of demographic information, the Possible Selves Interview, the Social Readjustment Rating Scale, the Ways of Coping Checklist-Revised, the Satisfaction with Life Scale, and the General Well-Being Schedule. Results indicate that the Integration of stressful events into the possible selves repertoire positively impacted coping. This study paves the way for important prevention programs aimed at promoting an individual's well …
Mirror Self-Recognition In A Gorilla (Gorilla Gorilla Gorilla), Melinda R. Allen
Mirror Self-Recognition In A Gorilla (Gorilla Gorilla Gorilla), Melinda R. Allen
FIU Electronic Theses and Dissertations
Psychologists have studied self-recognition in human infants as an indication of self-knowledge (Amsterdam, 1972) and the development of abstract thought processes. Gallup (1970) modified the mark test used in human infant work to examine if nonhuman primates showed similar evidence of mirror self-recognition. Chimpanzees (Pan troglodytes) and orangutans (Pongo pygmnaeus) pass the mirror self-recognition test with limited mirror training or exposure. Other species of primates, such as gorillas and monkeys, have not passed the mirror test, despite extensive mirror exposure and training (Gallup, 1979). This project examined a gorilla (G. gorilla gorilla) named Otto in the traditional mark test. Using …
A Model Of Self-Transformative Identity Development In Troubled Adolescent Youth, Richard E. Albrecht
A Model Of Self-Transformative Identity Development In Troubled Adolescent Youth, Richard E. Albrecht
FIU Electronic Theses and Dissertations
Within the Stage II program evaluation of the Miami Youth Development Project's (YDP) Changing Lives Program (CLP), this study evaluated CLP intervention effectiveness in promoting positive change in emotion-focused identity exploration (i.e. feelings of personal expressiveness; PE) and a "negative" symptom of identity development (i.e. identity distress; ID) as a first step toward the investigation of a self-transformative model of identity development in adolescent youth. Using structural equation modeling techniques, this study found that participation in the CLP is associated with positive changes in PE (path = .841, p < .002), but not changes in ID. Increase in ID scores was found to be associated with increases in PE (path = .229, p < .002), as well. Intervention effects were not moderated by age/stage, gender, or ethnicity, though differences were found in the degree to which participating subgroups (African- American/Hispanic, male/female, 14-16 years old/17-19 years old) experience change in PE and ID. Findings also suggest that moderate levels of ID may not be deleterious to identity exploration and may be associated with active exploration.