Paper Session I
(Brennan 203)

9:45-10:05

Predicting Moral Hypocrisy

Galen Baril

University of Scranton

135 female and 50 male undergraduates were asked to predict the results of Batson's studies at the University of Kansas regarding how students there assigned tasks and perceived the morality of their assignments. Subjects accurately predicted that about 80% assigned a desirable task to themselves and an undesirable task to another person even though the other person thought the tasks were assigned randomly. However, only 28% of the subjects accurately predicted that the Kansas students would then say that their assignment was morally wrong. Females were more likely than males to predict this moral hypocrisy. Surprisingly, subjects, particularly females, low on Gilligan's care orientation were the most accurate in predicting hypocrisy.

10:05-10:25

The Effects of Belief in a Just World and Outcome Magnitude on Perceptions of Blame

Jenny Anderson, Jessica Bona, Holly Brzozowski, Jennifer Ditt, Kelly Eastman, Elizabeth Green, Alyse Keilson, Mary-Kate Kokoszki, Kristin Miceli, Lauren Prone, Shannon Sawyer, Mathew Silvaggio, Nicole Socci, Keri Walczynski, Abby Wolff, & Mary Turner DePalma

Ithaca College

This study investigated the effects of mitigating circumstances, outcome magnitude, and belief in a just world (BJW) on participants’ judgments of responsibility, anger, and blame. Fifty-six undergraduates participated in a study “pilot testing anagrams and analogy tasks.” Outcome magnitude, determined by the amount of time the participant waited, as well as the reason for the experimenter’s delay (mitigating circumstances), were manipulated. The participant’s perception of the level of responsibility, blame, and anger for the experimenter’s ability to conduct the experiment was measured. Finally, the Belief in a Just World Scale (BJW) was administered. Analyses indicated that mitigating circumstances significantly reduced ratings of responsibility and anger. In addition, outcome magnitude reduced ratings of blame. Implications for Weiner’s (1995) theory of social conduct are discussed.

Paper Session II
(Brennan 205)

9:45-10:05

Inhibition of Return in the Semantic Domain?

Ulrich Weger,

State University of New York at Binghamton

In an attentional cuing paradigm, when the interval between cue and target stimuli is short, targets are detected faster when preceded by a valid as opposed to an invalid cue. This pattern reverses with an increasing cue-target delay, yielding place to a phenomenon known as inhibition of return (IOR). IOR has been defined as an attentional tagging mechanism that biases attention away from a previously inspected region for a brief while. Early research has focused on the spatial dimension of this phenomenon, but more recent evidence suggests that it can be found in other domains of human cognition as well, such as auditory perception, semantic and lexical processing and even face identification.

So far, studies investigating semantic IOR have used only a small number of categories - a limitation that may qualify it as a mere laboratory phenomenon that does not generalize to more common conversational situations where multiple semantic categories are often accessed in close succession. Indeed, the research presented here shows that semantic IOR is not a robust phenomenon and may be limited to specific task-demands. Strong effects of semantic priming (facilitation) rather than inhibition emerge when a reasonably broad spectrum of semantic categories is used, indicating that sufficient semantic variability eliminates inhibitory effects. Data from both word- and number processing paradigms will be presented.

10:05-10:25

Appreciation and Recall of Pointed Humor

Laura M. Gildner, Diedre B. Grossman, Margaret E. Snyder, Elena Hobson, & Meghan M. Lynch

Psychology Department, Ithaca College

Pointed humor that has a clear victim can be funny, but may be less so when we identify with the butt of the joke. Research from several decades ago revealed that women and men both rated jokes with female victims as funnier than those with male victims. More recent research by our Research Team using mild, non-offensive jokes showed that men liked male-victim jokes and women liked female-victim jokes. In the present study, participants read and rated jokes with either a female or a male victim or that were more neutral, then recalled as many of the jokes as they could. The participants showed identification with the victim of the jokes, rating those stimuli with a victim of their own sex as less funny than those with a victim of the other sex. In addition, jokes with a male victim showed higher recall levels by all participants than those with a female victim. The results differ from patterns observed in previous generations, suggesting that views of pointed or offensive humor have changed. Further, across studies we have identified situations in which being the butt of a joke can be seen positively.

10:25-10:45

Offensive Humor: Can We Insult You While We Make You Laugh?

Sarah Fish & Elena Hobson

Psychology Department, Ithaca College

Humor involves separate subcomponents, such as the cognitive element of rating humor and the emotional component associated with laughing and other mirth responses. The present study is investigating whether offensiveness and humor value always covary. That is, do people see some jokes as funny even if those jokes are offensive. The participants read jokes, rated their humor value and offensiveness, and tried to recall a series of jokes. Some jokes were gender-based and consisted of items that targeted men or women specifically or that had as targets people who could be of either sex. The purpose of the study is to investigate whether people recall jokes with tendentious (biting) humor differently from other kinds. In the past, our team has found that women rate jokes with female targets as more funny than those with male targets if the humor is benign, with men showing the preference for male targets. With more biting humor, the pattern reversed itself. The question here is whether people can separate humor and offensiveness. We also studied memory for the jokes will be associated with type of humor, as some research reveals, or with humor ratings, as other research reveals, when the two are in conflict.

Paper Session III
(Brennan 228)

9:45-10:05

A Preliminary Study of Locus of Control between College Students and Substance Abusers

Nicole Paganetti & Peter Behrens

The Pennsylvania State University

Locus of control (LOC) is the feeling one has about their perception of control over their lives. External LOC is the perception that an individual does not have control over life events and attributes outcomes to luck or chance. Internal LOC is the perception that an individual has control over situations and is in control of what happens in their life. J.B. Rotter was the first researcher to develop a measurement for LOC (Rotter, 1966). Norwicki and Duke (1973) modified the measurement to a fifth grade reading level. Different populations have shown to present varying LOC scores. Research with a federal prison population showed an increase in internal LOC with treatment (Hunter, 1994). Another study showed internal LOC was related to higher achievement in college students (Duke & Nowicki, 1974). The current study measured LOC among college students from Penn State compared to substance abusers in a residential treatment facility. The results showed that average LOC scores for the two groups were different. The mean LOC score for the college students was lower (internal LOC) compared to that of the substance abusers. These results are consistent with current research that supports the view that college students show internal LOC perception (Perry, 2003).

10:05-10:25

A Cross-National Pilot Study of Traumatic School Events, Bullying, and Symptoms of Posttraumatic Stress Disorder

Matthew Mahon, Ian Cohen, & Irwin Hyman

Temple University

Many school children are exposed to traumatic experiences in school, which significantly affect their psychological health. The goal of this cross-national pilot study was to extend our knowledge of school trauma beyond a basic understanding of specific situations and locations to a more comprehensive and global view of the types of traumas and victims’ reactions. This study explored student victimization by educators and peers, with emphasis on intra- and inter-sample aspects of the types of traumatic stressors experienced by students in Israel, Greece, and the United States. Although the demographics of bullying were studied, the unique aspect of this research was the systematic exploration of the relation between bullying caused by both teachers and peers and the resulting stress symptoms. The major instrument, the Student Alienation and Trauma Scale (SATS), was used to determine the typologies of bullying and posttraumatic stress disorder (PTSD) symptoms.

10:25-10:45

Electroconvulsive Therapy (ECT): How and why this is done in 2004

Kenneth R. Herbert, MA

University of Hartford

Beginning with its invention and development ECT has been surrounded by controversy, and although it has been effective, the original procedures were barbaric, brutal, and plagued by major side effects. Today, this treatment is known by the same name (ECT), but the procedures, safety, efficacy, and indications for use have drastically changed for the better. This presentation will be a brief introduction to ECT as it is done today. A demonstration of how the treatment is carried out will be shown, along with a discussion about what ECT is used for today.

Poster Session I
(Brennan Fifth Floor Lobby)

Board 1

Every New Beginning Comes From Another Beginning’s End: An Exploration of Past Transitions in Emerging Adulthood

Sara Phillips, Rachael A. Holland, & Stephen D. Drusano

Ithaca College

Identity style has previously been linked to transitions. For example, the informational style has been associated with better adjustment to college; whereas the diffuse identity style has been associated with poorer adjustment. Identity styles (diffuse-avoidant, normative and informational) can affect emotional perceptions of past transitions. The purpose of this study was to examine the relationships that may exist between current identity style and past transitions. Two-hundred-forty-four undergraduate students completed a quantitative measure of identity style and a qualitative measure of past transitions. In addition, they reported on the levels of positive and negative emotions associated with each past transition and their enjoyment of the task. Participants’ past transitions consisted of, but were not limited to, the following themes: academic transitions, geographic relocation, changes in family structure, and changes in social climate. We hypothesize that positive correlations will be found between informational identity style and positive emotion associated with past transitions as well as enjoyment of the task.

Board 2

Self-Perceived Relational and Academic Competence in University Freshmen from Coeducational and Single-Sex High Schools

Kelly M. Lister, Christie P. Karpiak, & James Buchanan

University of Scranton

Do students who attended single-sex high schools differ from other students in their self-perceived adjustment to a coeducational university? The Self-Perception Profile for College Students (Harter, 1986) was administered to 573 freshmen, and the subscales relevant to romantic and academic functioning were analyzed. Males from single-sex high schools reported more confidence in romantic relationships than their counterparts from private coeducational high schools, and females assigned somewhat less importance to scholastic competence than peers from coeducational schools.

Board 3

Parental Attachment, Social Support, and Introversion/Extraversion as Predictors of College Student Adjustment

Jillian Faux, Kelly Broderick, Justin Lowell, Amy Tavares, Dr. Francesca Kendris, Dr. Eileen Astor-Stetson, & Dr. Brett Beck

Bloomsburg University of Pennsylvania

The purpose of the study was to determine if parental attachment, social support, and introversion or extraversion personalities predict college student psychological adjustment. The researcher examined previous studies to determine if there was a connection between these variables. Homesickness was used as the measure of college student adjustment for the study. The researcher compiled a survey to administer to General Psychology students. The survey contained questionnaires for parental attachment, social support, introversion or extraversion personality, and homesickness. The students returned the answered surveys to a designated area for extra credit. The researcher found two main effects for the data. The data showed that extraverts are more homesick than introverts (M = 97.33, SD = 17.05 v. M = 93.92, SD = 16.94). The data also showed that students with high significant other social support have lower levels of homesickness than students with low significant other social support (M = 95.19, SD = 17.30 v. M = 97.30, SD = 16.72). One possible reason for difference between introverts and extraverts was that introverts perceived and used more social support than did extraverts. The extraverts did not rely on their social support; they choose to go out to meet new people and do not stay in touch with their already established social support. The students who have high significant other social support seem to use their social support more than those with low significant other social support do.

Board 4

Who Am I, Where Have I Been, and Where Am I Going: A Look Inside the Lives of Young Adult Male Prisoners

Denise Dugas & Dr. Kneia DaCosta

Ursinus College

There is a lack of research on the inmate population; one of the purposes of this study is to contribute to a much needed body of knowledge on an underrepresented population. The main purpose of this current study is to begin to identify common characteristics of adolescents and young adults who are incarcerated. This research specifically explores patterns related to inmates’ identity status, values, substance use habits and goals. The subjects for this study were 48 inmates in a local maximum-security prison. Each participant completed a packet of surveys consisting of the Object Measure of Ego Identity Status (OMEIS) (1979), Rokeach’s Instrumental and Terminal Values Survey (1973), a substance use and demographics questionnaire. The hypothesis was that 1) the majority of inmates would constitute either the diffused or moratorium identity status 2) inmates would rate lowest those values that do not have an immediate and personal relevance to them and highest those values that they do not posses but desire (i.e. freedom) 3) most inmates would report the use of drugs before their incarceration and report the desire for continued use, and 4) inmates would report wanting to better relationships with their families and children. Results were largely consistent with these hypotheses, with the exception that inmates report no desire to continue using drugs. Furthermore, notable differences in values according to ethnicity emerged. These findings allow suggestions for future research and programs that can help inmates after they are released.

Board 5

Married Parents’ Perceptions of the Specific Costs and Benefits Associated with Maternal Employment

Francis Paul DiBlasi, Mary Fontanez, Kimberly Fulmer, Kathleen Baker, JennaLyn Ryckebusch, Trisha Ellis, Heather Miller, Brandi Carey, Laura Gorton & Catherine Chambliss, Ph.D.

Ursinus College

This investigation explored parents’ attitudes about the risks and benefits associated with maternal employment. The responses of husbands and wives from single paycheck versus dual paycheck families were compared. Participants in this study were 138 mothers and 120 fathers given a survey assessing their views on maternal employment (Beliefs About the Consequences of Maternal Employment for Children scale, Greenberger et al., 1988).

Independent samples t-tests were performed to compare the benefits and costs subscale scores for fathers from single paycheck families and those for fathers from two-paycheck families. A significant difference was found for both summary scales. Fathers from two-paycheck families perceived greater benefits associated with maternal employment than did fathers from single paycheck families. Fathers from two-paycheck families perceived fewer costs associated with maternal employment than did fathers from single paycheck families.

Similarly, independent samples t-tests were performed to compare the benefits and costs subscale scores for mothers from single paycheck and those for mothers from two-paycheck families. A significant difference was found for the benefits summary scale. Mothers from two-paycheck families perceived greater benefits associated with maternal employment than did mothers from single paycheck families. For example, mothers who were employed were more likely to feel that children of working mothers develop more regard for women’s intelligence and competence. No significant difference was found for the costs summary scale between mothers from single-paycheck and two-paycheck families.

This study found that the participants’ attitudes about maternal employment were generally congruent with their chosen lifestyles. It is unknown whether this is because the participants’ beliefs shaped their family choices, or if living a certain lifestyle shaped participants’ attitudes on these matters. On many of the BACMEC items, the responses from men whose wives did not work were outliers from the rest of the groups.

Board 6

Family Influence of Health and Body Image of Sixth to Eighth Graders

Meghan Rooney, JoEllen Turner, & Kneia DaCosta, Ph.D.

Ursinus College

Children are becoming heavier and more unhealthy then they have been in the past (Neumark-Sztainer, 2002). The many “luxuries” that did not exist generation ago, like video games and cable television, have contributed to a sedentary lifestyles (Hobbs, 1998). Yes another big difference is that with all the entertainment options, the media plays an increased part in how children view themselves physically. The views of children and adults have unfortunately moved away from a focus on health and more into the desire for the “perfect body” (Wetheim, Paxton, Schultz, and Muir, 1997). Finally these have also been many changes within the family structure that can have an impact on a child’s perceptions about life and health. Family structure and involvement play, important roles in how children develop and view themselves as well as others. Therefore it is important to examine the relationships between a child’s family structure and processes and the health-related activities and body image of the child. For example previous work, suggests that the more physically active and involved parents are the more active (and presumably healthy) should be the child. The current study addresses these questions by focusing upon a sample of 300 middle school students, at a rural middle school in eastern Pennsylvania. One hundred randomly-selected students from grades six through eight completed a survey composed of items addressing family structure and tailed correlational analyses demonstrated significant relationships between indicators of family involvement, family activity, student activity and student BMI. Furthermore, surprising frequencies emerged, including high percentages of middle school students who were 1) dissatisfied with the body, 2) medically underweight and 3) criticized about their weight particularly by parents. Further analysis to explore these body image patterns revealed significant differences according to gender. Implications for school policy and further research were noted.

Board 7

Going Greek: Are You Satisfied?

John Cicchetti

Ursinus College

College students join Greek-letter organizations for various reasons. These events are usually associated with a period known as pledging. During this process, new members are initiated into their respective fraternity or sorority. The degree of difficulty and involvement of pledging varies widely from organization to organization. It is believed that many organizations feel it is necessary to have an intense pledge process. Whether or not Greek students participate in athletics and other clubs and organizations may affect their Greek orientation.

The goal of this study is to determine the similarities that attract and motivate students to join Greek-letter organizations, the satisfaction levels of the organization members, and the personal evaluation of their pledge process. The information was gathered through a survey using the Likert scale and free response questions. Overall, 127 students were surveyed; 45 male and 82 female.

Primary results have suggested several interesting concepts. Many students chose to join Greek-letter organizations for social ramifications. It was believed that their social status would benefit from joining a Greek-letter organization. A vast majority of students agreed with their pledging activities. Research also suggests that the perception of the pledge process varies between genders. Males generally felt that their pledge process was more difficult than most other organizations on campus. The majority of students surveyed felt that their pledging experiences had a major impact on their life.

Board 8

Anagrams and Analogies: Pre-testing Responsibility, Anger and Blame.

Ithaca College

According to Weiner (1995), a cognitive process of assigning personal responsibility occurs if both personal causality and mutability are present. In addition, Weiner proposes that the presence of mitigating circumstances may "soften, alleviate, or totally eliminate a judgment of responsibility about a person". In this pilot study 32 undergraduates were prompted to focus on mitigating circumstances offered for an experimenter’s behavior. The reasons for the experimenter’s behavior were manipulated (mitigating circumstances: present, absent, control). The participant’s judgments of anger, responsibility and blame were assessed for the experimenter’s behavior. The results indicated that mitigating circumstances decreased judgments of anger, responsibility, and blame, in comparison to when mitigating circumstances were absent. The implications for the development of an empirical test of mitigating circumstances are discussed.

Board 9

Believing is Seeing: How Children’s Beliefs in Santa Claus and the Tooth Fairy Can Affect Memory

Gabrielle F. Principe, Karina Campbell, Samantha Lyons, Mona Singh, Angela Tucker, & Sarah Yemane

Ursinus College

Research on memory shows that recollections of the past often are fallible. Remembering is a constructive process in which beliefs, expectations, and knowledge can bias memory. The present investigation examined how erroneous knowledge can distort children’s memory for their experiences. This question has relevance to legal cases in which adults incorrectly frame events for children. For example, abusive parents might provide children a misleading framework for understanding what is happening by calling sexual abuse a special game, or calling physical abuse punishment. When repeatedly exposed to such false construals, children’s formulations of experience may increasingly reflect their parents’ versions of what happened rather than reality.

One ethically permissible way to explore the effects of parents’ erroneous construals is to examine how early memories are influenced by parental encouragement to belief in false childhood myths, such as the Santa Claus and the Tooth Fairy. In these myths, parents are intentionally lying to their children about the reality of Santa Claus and the Tooth Fairy. What is unknown is the effects of beliefs in these nonreal imaginings on children’s memories for Christmas and losing teeth, and the mnemonic consequences of children’s maturing ability to distinguish fantasy from reality.

To address these issues, 2- to 8-year-old children were interviewed about their memories for Christmas and loosing their primary teeth. Parents were asked about their ethnic and religious background and their encouragement of their children’s beliefs in Santa Claus and the Tooth Fairy.

The results revealed that children’s memory for the past is strongly influenced by their parents’ construals of what happened. In particular, the children were likely to report nonexperienced events consistent with myths about Santa Claus and the Tooth Fairy that were encouraged by their parents. In fact, many of the children reported actually seeing events consistent with these myths, demonstrating that parents’ construals of events are capable of contaminating not only children’s reports of an experience, but also their underlying beliefs about what happened.

Board 10

The Scale of an Event and the Effect It Can Have on Flashbulb Memories

Cori A. Walter

Elizabethtown College

Flashbulb memories are vivid accounts of the details surrounding a person’s discovery of shocking news (Bohannon, 1988). This study compared undergraduate memories of a 2002 campus blackout, the September 11^th terrorist attacks and the 2002 declaration of war with Iraq. It was predicted that the blackout would produce a more descriptive flashbulb memory than the declaration of war, due to the emotional closeness that would be experienced with the blackout as opposed to the war. Since Weaver (1993) reported flashbulb memories produce a higher level of confidence in accuracy than regular life events, it was also hypothesized that perceived accuracy would be highest for September 11^th, followed by the declaration of war and the blackout. Forty-two college students filled out three flashbulb memory questionnaires modeled after Weaver (1993) and Tekcan (2001). The results supported the hypothesis that emotional closeness and scale of an event affect the flashbulb memory created; the participants were more descriptive about the blackout (M= 5.23, SD=1.27) than they were about the declaration of war (M=3.37, SD=2.16; t=-5.66, p<0.001). Moreover, the results showed that confidence is higher for flashbulb memories than regular everyday memories. The participants were more confident about their responses about on the September 11th attacks (M= 5.02, SD=0.98) than they were about both the blackout (M=4.50, SD =1.20, t= -2.795, p=0.008) and the declaration of war (M=3.71, SD=1.50, t= -5.36, p<0.001). Also, participants were more confident about the blackout (M=4.50, SD =1.20) than the declaration of war (M=3.71, SD=1.50, t= -3.18, p=0.003).

Overall, participants were more descriptive about the attacks of September 11th (M = 5.62, SD= 0.84) than they were about the declaration of war (M=3.37, SD=2.16; t= -6.28, p<0.001) and the blackout on the Elizabethtown College campus (M= 5.23, SD=1.27, t= -2.10, p<0.042).

Board 11

Practice and Confusion of Target in Feature-Absent Search

Matthew Wood

Elizabethtown College

Sensory integration theory of visual search (Treisman & Gelade, 1980) posits the complexity and similarity of distracters to a target in a visual field has a direct and positive relationship to the time taken to identify the target. This seems to result from a disposition to view items in a field serially as distracters grow more complex (Treisman & Souther, 1985). Earlier research had established that a target missing features of a distracter in a visual array is more difficult to identify than an object that has an extra feature, compared to the rest of the field, particularly when target and distracter are similar (Prinz, 1979; see also Schneider & Shiffrin, 1977; Shiffrin & Schneider, 1977). Also, feature-absent target identification generally takes twice as long as feature-present target identification given a similar number of distracters, an effect found to be robust amongst a number of feature categories including line, continuity, and angle (Treisman & Souther, 1985). Leonards et. al. (2002) later suggested that practice effects in visual search may be accounted for by identification of target as well as non-targets in memory. In this study, Elizabethtown undergraduate students (n=5) with normal or corrected vision participated in 480 trials spaced over three days to test Leonards’s suggestion. A computer program was used to display circular arrays of C’s, O’s, and Q’s in groups of four or eight letters, with a feature-absent target in the majority of trials. Results indicate performance on feature-absent and feature-present search improved similarly with practice. An interaction was detected between practice and identification of the letter (O) that appeared sometimes as target and others as distracter (as opposed to always target or always distracter) across most trials (n=428). This interaction suggests the confusion of the “O” as target and distracter in memory.

Board 12

Clinical Psychologists in the 2000s: A National Study

Shannon O. Santoro, Kelly M. Lister, Christie P. Karpiak, & John C. Norcross

University of Scranton

This study updates research conducted over the past 40 years on clinical psychologists in order to provide a contemporary portrait of the field and to chronicle its evolution. Results from 500 plus members of APA’s Division of Clinical Psychology reveal a dramatic growth in cognitive therapy, the continued popularity of eclecticism/integration, and an increasing percentage of female psychologists. The majority work in private practices or university settings and are highly satisfied with their career choice.

Board 13

What’s an Eclectic? A National Study of Self-Identified Eclectic and Integrative Psychologists

Kelly M. Lister, Shannon O. Santoro, Christie P. Karpiak, & John C. Norcross

University of Scranton

This study examined the views and practices of self-identified eclectic and integrative psychologists. Results from 145 eclectic clinicians indicated that 50% previously adhered to another theoretical orientation, the majority preferred the term integrative over eclectic, and 85% conceptualized eclecticism/integration as the endorsement of a broader orientation. The most common type of integration was theoretical integration, as opposed to technical eclecticism or common factors, and the most frequent theoretical contributor practice was cognitive therapy

Board 14

Humor in Groups: Appreciated But Not Remembered

Margaret E. Snyder, Deidre B. Grossman, Laura M. Gildner, Joann Agnitti, Victoria C. Baldwin, Amy E. Bubel, Kari B. MacNaughton, Nicole J. Pashka, & Malikah S. Waajid.

Ithaca College

Humor consists of at least two subcomponents that usually covary, the emotional expression of mirth and the cognitive assessment of how funny something is. Our Research Team has shown that these two subcomponents are separable. For instance, we can manipulate the expression of emotional, mirth responses without changing ratings significantly (Martin & McGaffick, 2001). In the present study, we manipulated the cohesiveness of groups to see whether participants would rate humorous stimuli differently in cohesive versus noncohesive groups, whether they would show different expressions of mirth, and whether their recall of the humorous materials would differ. The results revealed that cohesiveness affects mirth but not ratings. Further, cohesiveness leads to lowered levels of recall. These findings have implications for the processing of humor and for group processes.

Board 15

Cultural Analysis of Sense of Humor Between American and British Undergraduates

Susan Kildea

Ursinus College

Most people would like to believe that their country set the bar when it comes to having a good sense of humor. True to this notion, stereotypes exist in America that the British are pompous and unable to appreciate American humor. Likewise, there are stereotypes in England that Americans are close-minded and incapable of understanding British humor. Thus a cross-cultural analysis was conducted to compare sense of humor in American and British students. Data was collected from 72 American undergraduates from Ursinus College and 22 British undergraduates from the University of Warwick. Results from the Situational Humor Response Questionnaire (SHRQ) indicate that both American students (M= 59.82) and British students (M= 60.91) measuring close to the typical mean (M=59.60). T-test’s confirmed that there was no significant difference in the total sense of humor between the two groups. It is well recognized among psychologist that humor most often functions as a social phenomenon. Therefore, additional analysis was done to determine whether or not joke content (specifically if the jokes were set in the United Kingdom or in the Unites States) would affect humor perception of sexual humor. Overall British students had higher perceptions of sexual humor regardless of the jokes cultural content. Jokes of sexual nature were analyzed to determine if cultural content affected perception of offense. British students perceived jokes as less offensive than American students, regardless of cultural content. In conclusion, stereotypes in America asserting that the British have no sense of humor and stereotypes in England claiming the same about Americans seem to be just that, stereotypes.

11:00-12:30

Applying to Graduate School in Psychology: A Mini-workshop
(Brennan, 500)

Presented by:

John C. Norcross, Ph.D.

11:00-12:30

Workshop:
Current Hot Topics From: Psychological Science in the Public Interest
(Brennan, 228)

Psychological Science Can Improve Diagnostic Decisions
Authored by: John A. Swets, Robyn Dawes, and John Monahan
Reviewed by: Galen L. Baril, Ph.D.
The University of Scranton

The Scientific Status of Projective Techniques
Authored by: Scott O. Lilienfeld, James M. Wood, and Howard N. Garb
Reviewed by: Thomas P. Hogan, Ph.D.
The University of Scranton

Treatment and Prevention of Depression
Authored by: Steven D. Hollon, Michael E. Thase, and John C. Markowitz
Reviewed by: Christie Karpiak, Ph.D.
The University of Scranton
1:45-3:15

Keynote Address
(Brennan, 228)

Gordon Gallup Jr., Ph.D.

Professor of Psychology

The State University of New York at Albany

Self-awareness, Social Intelligence, & Schizophrenia

Poster Session II
(Brennan Fifth Floor Lobby)

Board 1

The Use of Gestalt Principles to Integrate Congruent Audio and Visual Stimuli

Kristen Bahnick

Elizabethtown College

This experiment applied the Gestalt principles of continuity and similarity to the integration of audio and visual stimuli. It was hypothesized that complimentary auditory information would increase the consistency of visual information because the auditory information would both add more meaning to the visual image and create a more unified perceptual experience. In this experiment 41 college students were each shown 4 stick figure animations in which the figures performed common actions such as running and bouncing a ball. There were two animation conditions, one in which the image frame was changed more quickly, for example every 200 ms, thus making the image appear smoother or one in which the animation appeared more choppy. In the choppy condition each frame remained on the screen for twice as long as the smooth condition. The objective of these two conditions was to test how effective audio clues would be in creating a continuous event. Each image was paired with piano music that either complimented the action of the image or contradicted it. Participants were asked to rate each image on how continuous the motion of the image appeared. It was anticipated that regardless of the speed of the animation, images would receive higher ratings when paired with congruent music. Overall, images paired with congruent music received higher ratings of continuous motion than images paired with incongruent music. This lends support to the positive effects similar audio information can have on the continuity of visual stimuli.

Board 2

The Effect of Experience on Visual Search Strategy and Detection of Unexpected Targets

Lisa Simpkins

Ursinus College

The purpose of these studies was to assess the way one’s level of experience affects his or her ability to detect target objects while completing a cognitive task of varying difficulty and to understand the visual search patterns used for scene analysis by novice and expert video game players. After playing the video game Snood, only 13% of all participants were able to detect a target letter presented within the task at hand. There was little variation in this detection with experience. Task difficulty did not affect subjects’ ability to detect the target. However, MANOVA results support the notion that experience was positively correlated with target detection. Visual scanning strategies differed with participant age; the search strategies of first year undergraduates covered more comprehensive areas of the viewable area while faculty members tended to search smaller areas. As participants gained more experience playing Snood, their visual scanning patterns became more global and less focused on particular areas. Further investigation of how experience, task difficulty and developmental differences affect people’s ability to detect unexpected events and visual search strategies is required.

Board 3

Speaker Status Effect on a Cognitive Task

Nikolas Dickerson, Adam Grabowski, Erin Tooley, Nancy Rader, & Research Team 04

Ithaca College

To study how speaker characteristics affect cognitive performance, 246 undergraduates performed a word task following an introduction by a purported male or female, peer or professor (status) who did or did not offer praise for their participation. Assignment to condition was randomly determined. The dependent measures were the number of words created and heart rate during the introduction. The data analyses found status to be a significant effect (p<.05) for both word creation and heart rate (using beginning heart rate as a covariate). Regardless of gender and praise, participants performed worse and had decreased heart rates when the speaker’s status was a professor rather than a peer. These results indicate that social context affects listeners’ physiological and cognitive responses.

Board 4

Speaker Status and Personal Praise: Effects on Kindergarteners’ Cognitive Performance

Erin Lindenbaum, Erica Van De Wal, Raeanne Lacatena, Casey Walsh, Nancy Rader, & Research Team 04

Ithaca College

To investigate how personal praise that is not task related affects cognitive performance, 108 kindergarten participants solved a series of puzzles after receiving or not receiving praise from either an adult or peer. The dependent variable was the number of puzzle pieces placed correctly during a 15-minute period. It was hypothesized that girls, but not boys, would respond less favorably to peer praise as compared to praise from an adult. An analysis of variance found an interaction between gender, speaker status, and the presence of praise. When praised by an authority, girls performed better than when praised by a peer; also, they performed worse with peer praise than with no praise from a peer. For boys, there were no differences across conditions. These results suggest that kindergarten girls are more sensitive to the social context of praise than are boys.

Board 5

The Impact of a Career Seminar on Student’s Career Search Efficacy

Charles A. LaJeunesse, Ph.D.

College Misericordia

This study involved a pre-post assessment of a Career Seminar I have been teaching for several years. To determine the efficacy of this seminar I employed a measure developed by Soberg (1994) entitled The Career Search Efficacy Scale. The subjects included 24 students across two seminars. All agreed to participate and were awarded extra credit for their involvement. The instruments were distributed by senior psychology majors who were unfamiliar with the research hypothesis, and the identities of participants were unknown to this researcher. Of the 35 items on the Career Search Efficacy Scale, 20 were significant in the predicted direction at the p < 001 level, 7 were significant at the

p < .01 level, and one was significant at the p < .05 level. Of the remaining 7 items, 5 approached significance in the predicted direction, and 2 were not even close to being significant. These outcomes suggest that this Career Seminar empowers students with a better understanding of their career related interests, skills, values and personality, culminating into a “can do” capacity for making well-informed career decisions. Limitations include a non-randomized sample, lack of a control condition, and limited sample size. However, the robust findings found here, given the relatively small number of participants, suggests these findings are valid.

Board 6

Masters Degree Programs in General Experimental Psychology: A Good Choice for You?

Kevin P. Myers

Bucknell University

Students investigating their options for graduate study in psychology become aware of a variety of types of degrees offered (e.g., Ph.D., Psy.D., M.A., M.S., M.S.W.) and types of specializations (e.g., Counseling, School Psychology, Experimental Psychology, etc.). Each type of graduate program has different goals, involves a different type of training experience, and prepares the student for a different set of career paths. One type of graduate program is the Master’s degree in General Experimental Psychology (hereafter abbreviated “GEP”). This presentation (based on the author’s experience as a professor in a department offering the M.S. in GEP) describes the unique goals and attributes of this type of graduate program. It outlines how the Master’s program in GEP differs from other types of graduate training, and describes the type of student who can benefit from such a program. Because a Master’s degree in GEP is most often considered a ‘stepping-stone’ degree (i.e., undertaken in preparation for subsequent doctoral training elsewhere) it can be a very useful step in the academic and career development for some individuals, but an inappropriate choice for others. This presentation will explain how students can decide whether or not a Master’s program in GEP may be a worthwhile option.

Board 7

Declaration of Nontraditional Majors by Freshman Students from Single Sex High Schools

Megan Hosey, James Buchanan, & Christie Karpiak

University of Scranton

This study was aimed at determining whether there is a relationship between attending a single -sex high school and declaring a “nontraditional” major for freshman students at the University of Scranton. Students filled out a packet of questionnaires that included The Harter Self – Perception Profile for College Students, the Sex Roles Egalitarianism Scale, and two forms developed for the purposes of this study. The results indicated that males and females who attended single sex high schools were more likely to declare nontraditional majors than peers who attended coeducational high schools.

Board 8

College Students’ Views of the Specific Costs and Benefits Associated with Maternal Employment

April Fronheiser, Jane Sosnowski, Lindsay Alleger, Auden Hess, Jill Kosakowski, Tamar Sternberg, Maureen Brogan, & Catherine Chambliss, Ph.D.

Ursinus College

This study investigated college students’ perceptions of the specific costs and benefits to children associated with maternal employment outside of the home. Respondents were grouped on the basis of their own mothers’ maternal employment status. Attitudes about psychological, academic, behavioral, and environmental risks associated with maternal employment were examined separately. A sample of 128 college students completed the Beliefs About the Consequences of Maternal Employment for Children (BACMEC) scale. One-way ANOVA (maternal employment during the participants’ infancy: non-employment, part time employment, and fulltime employment) revealed that a history of maternal part-time employment was associated with students’ perceiving maternal employment as entailing fewer costs and greater benefits to children than either fulltime employment or non-employment.

On both the cost and benefit summary scales and several individual scale items, significant differences emerged among respondents whose mothers worked part-time during their infancy and those whose mothers either worked fulltime or not at all. Young adults whose mothers worked part-time during the first two years of their life perceived significantly greater advantages and fewer disadvantages associated with maternal employment than young adults whose mothers worked fulltime or were not employed. Interestingly, on the majority of measures, there was no significant difference between the perceptions of children whose mothers worked full-time and stayed at home during their infancy.

Separate one-way ANOVA performed on the individual items of the Cost subscale revealed a number of significant group differences. Participants whose mothers worked full-time or stayed at home during their infancy and elementary school years were more likely to perceive greater psychological risks associated with maternal employment. In addition, participants whose mothers worked full-time or stayed at home during their infancy also associated the greatest academic, behavioral and environmental risks with maternal employment.

Those participants whose mothers worked part-time during infancy and elementary school years not only reported the fewest costs associated with maternal work, but also reported the most benefits associated with maternal work. In this study, children whose mothers worked part-time during infancy emerged as the strongest advocates for maternal employment, hailing its advantages and downplaying its disadvantages.

Board 9

Faith Behind Bars; a Closer Look at Spirituality in the Inmate Population

Amy Scarantino & Dr. Kneia DaCosta

Ursinus College

There is a wealth of speculation concerning inmates and their faith; often, one hears of ‘born again’ or ‘reformed’ men whose incarceration spurred a renewed interest and commitment to spirituality. However, I was unable to find any evidence of studies linking inmate faith with outside factors, such as their life prior to imprisonment. This article considers the discrepancies between attitudes of young male inmates at a maximum-security penitentiary toward personal concepts and constructs of spirituality and faith. The sample consisted of 48 male inmates between the ages of 21 and 25 serving sentences at the same maximum-security penitentiary in Pennsylvania. It was found that several factors seem to have an effect upon inmates’ feelings toward different aspects of spirituality, including: the crime which they are serving sentence for, the length of that sentence, and the number of children that the inmate is father to. Especially compelling is the data concerning inmate fathers, which indicates that those bonds between a father and child have a great influence upon the level of spirituality that an incarcerated man will prefer. There was also a high correlation between values placed on spirituality and those placed on morality and honesty. Implications for this research might include the implementation of more religious programs within the penitentiary walls, which may facilitate rehabilitation. More contact with their children may also help inmates to decide what is most important to them.

Board 10

Religious Beliefs and Schizotypal Personality Characteristics

Jennifer A. Davis, Franco Dispenza, Marissa Harrison, Jessica Ash^`, & Gordon G. Gallup, Jr.^`

State University of New York at Albany

We investigated the role of religion on self-reported measures of schizotypy, an index of premorbid schizophrenic-like traits. 212 undergraduate students at the University at Albany served as participants. An univariate ANOVA, revealed that participants who did not report an affiliation with a religion scored significantly higher on the Schizotypal Personality Questionnaire than those who did F = 2.62, (p < .05). Further analysis revealed that individuals that reported no religious affiliation scored significantly higher on the disorganized and interpersonal factors of the SPQ. These analyses support the view that a personal association with religion may have important social and psychological benefits.

Board 11

Gender Universality in Predicting Moral Behavior

Galen Baril

University of Scranton

Twenty predictors and the criterion of responses to a business ethics dilemma were measured for 116 undergraduate females and 105 males. Kohlberg’s level 3 moral reasoning, pride (-r), self-centered values (-), moral values, and detachment (-) significantly predict ethical behavior overall. These same variables are also significant predictors for both males and females or are correlated in the same direction with no significant differences in magnitude.

Board 12

Sex Difference in the Assessment of Age

R. Nathan Pipitone, Susan M. Hughes, Marissa Harrison, Jennifer Davis, & Dr. Gordon Gallup, Jr.

State University of New York at Albany

We investigated sex differences in the ability to judge age. Photographs of male and female faces that varied across age and ethnicity were presented to independent raters that were asked to estimate the person’s age. Although results indicated a high degree of accuracy among same- and opposite-sex ratings of age for photographs of both sexes, male raters showed an over-estimation of age for female faces. This over-estimation of age by male raters became even more pronounced when the females were post-menopausal. On the other hand, our findings also show that female raters tended to underestimate the ages of male faces. We conclude that the exaggeration of opposite-sex ratings of age may be an evolved adaptation to maximize the selection of optimal mates. Since reproductive capacity in females in inversely proportional to age, males that over-estimate the age of older females would be more likely to mate with younger females. Furthermore, females tend to mate preferentially with older, higher status males who have greater resources. Thus, by under-estimating the ages of males may increase the chances of mating with older, higher status males with access to resources needed for adequate provisioning and child rearing.

Board 13

Sex Differences in Kissing Behavior

Susan M. Hughes, Marissa A. Harrison, Amy J. LeFevre, Jennifer Davis, Franco Dispenza, R. Nathan Pipitone, Allegra Edelman, & Gordon G. Gallup, Jr.

State University of New York at Albany

As kissing is a widespread practice in virtually all cultures, we examined possible adaptive features and gender differences in this behavior. A questionnaire was administered to 501 undergraduate students. Results indicate that females place more importance in kissing as a mate assessment device and as a means to initiating and maintaining a bond with their partner. We hypothesize that an exchange of tactile, olfactory, and salivary cues during a romantic kiss could serve as a form of communication concerning a person's hormonal, genetic and health status. Females found a partner’s breath and ‘taste’ to be more important when kissing than did males. Males were over three times more likely to indicate that they would be willing to have sex with someone without kissing first. There were sex differences in preferences of different types of kisses and how much saliva exchange occurs when kissing. When taken together, these sex differences may be a reflection of optimal gender mating strategies and help us to better understand the role that kissing may play as an evolved adaptive mating ritual.

Board 14

2D:4D Finger Ratio: Suggestions that Prenatal Androgens Correlate with Adult Personality and Sexual Attitudes

Christine E. Stanik & J. Timothy Cannon

The University of Scranton

The ratio derived from the relative lengths of the index and ring fingers (2nd / 4th digit) on the right hand is related to a number of human adult characteristics including: sexual orientation, athletic ability, musical achievement, women’s waist hip ratio, tendency to have male or female offspring, and autism. This ratio is sexually dimorphic, with males tending to have lower ratios and women having nearly symmetrical ratios. Manning (2002) concluded that 2D:4D ratio is negatively correlated with prenatal exposure to androgens and seems to be established by the 14th week of gestation. In cross-cultural research, it was found that reproductive success is positively correlated with 2D:4D ratio in women and negatively correlated in men. Despite these observations, no systematic research has been done on possible relationships between this ratio and sexual personality dimensions and mating strategies for example poaching. Similarly, there has been no examination of the relationships between 2D:4D ratio and general personality characteristics. In the present research we have gathered information on this ratio and Big 5 personality factors, Schmitt & Buss's (2000) measure of 7 sexual personality characteristics, and standard assessments of dating patterns (ARAS, Schmitt & Buss, pers. com.), and guilt and shame (TOSCA-3, Tangney et al., 1989) in over 300 college students. The TOSCA revealed no significant relationships with 2D:4D finger ratio in either sex. In regard to the Big Five, the only notable finding was a significant negative correlation between Neuroticism and finger ratio in males. Analyses of sexual personality dimensions reveal a negative relationship between finger ratio in males and Sexual Restraint, as well as a positive correlation between Sexual Attractiveness and female finger ratio. A factor analysis on the ARAS revealed three main factors. Finger ratio in males was negatively correlated with the first factor (Mate Poaching).

Board 15

Reexamination of Ball-Toss Accuracy and Finger Length Ratio

Board 16

Two Tests of Thermal Nociception and Morphine Sensitivity in Helix aspersa

Lindsey M. Schneider, Sarah Shirer, & J. Timothy Cannon

University of Scranton

The “hot plate” and “tail-flick” tests of rodent nociception are organized at either brain or spinal levels, respectively. In order to determine a parallel set of tests in the nociception of Helix aspersa, a modified a foot-lift test of thermal nociception previously developed was used (Kavaliers et al., 1983; Kavaliers, 1987). In this test, the rostral portion of the foot is lifted in response to contact with noxious heat. It has been shown to be sensitive to morphine in a dose-dependent fashion. A radiant heat test was also examined, in which a focused beam of light causes retraction of the small affected portion of the foot. It is suspected that each test is organized at a different level of the snail’s nervous system: the foot-lift centrally and the focal withdrawal response peripherally. In order to determine if these tests showed similar dose dependent suppression by morphine, the tests were conducted simultaneously under the same conditions. Additional testing will determine if naloxone will block the morphine sensitivity of the radiant heat test in the same fashion as it blocks sensitivity in the foot-lift test.

Presenters

Agnitti, Joann................................................................................................................. 22

Alleger, Lindsay............................................................................................................. 34

Anderson, Jenny........................................................................................................ 2, 16

Ash, Jessica................................................................................................................... 36

Astor-Stetson, Eileen..................................................................................................... 11

Bahnick, Kristen............................................................................................................ 27

Baker, Kathleen............................................................................................................ 13

Baldwin, Victoria C....................................................................................................... 22

Baril, Galen......................................................................................................... 1, 25, 37

Behrens, Peter................................................................................................................. 6

Beck, Brett.................................................................................................................... 11

Bona, Jessica............................................................................................................. 2, 16

Broderick, Kelly............................................................................................................ 11

Brogan, Maureen........................................................................................................... 34

Brzozowski, Holly..................................................................................................... 2, 16

Bubel, Amy E................................................................................................................ 22

Buchanan, James..................................................................................................... 10, 33

Campbell, Karina.......................................................................................................... 17

Cannon, J. Timothy............................................................................................ 40, 41, 42

Carey, Brandi................................................................................................................ 13

Chambliss, Catherine............................................................................................... 13, 34

Cicchetti, John............................................................................................................... 15

Cohen, Ian...................................................................................................................... 7

DaCosta, Kneia................................................................................................. 12, 14, 35

Davis, Jennifer A............................................................................................... 36, 38, 39

DePalma, Mary Turner.............................................................................................. 2, 16

DiBlasi, Francis Paul...................................................................................................... 13

Dickerson, Nikolas........................................................................................................ 29

Dispenza, Franco..................................................................................................... 36, 39

Ditt, Jennifer.............................................................................................................. 2, 16

Drusano, Stephen D........................................................................................................ 9

Dugas, Denise............................................................................................................... 12

Eastman, Kelly.......................................................................................................... 2, 16

Edelman, Allegra........................................................................................................... 39

Ellis, Trisha.................................................................................................................... 13

Faux, Jillian.................................................................................................................... 11

Fish, Sarah...................................................................................................................... 5

Fontanez, Mary............................................................................................................. 13

Fronheiser, April............................................................................................................ 34

Fulmer, Kimberly........................................................................................................... 13

Gallup, Gordon G., Jr.................................................................................. 26, 36, 38, 39

Gildner, Laura M....................................................................................................... 4, 22

Gorton, Laura................................................................................................................ 13

Grabowski, Adam......................................................................................................... 29

Green, Elizabeth........................................................................................................ 2, 16

Grossman, Deidre B.................................................................................................. 4, 22

Harrison. Marissa A.......................................................................................... 36, 38, 39

Herbert, Kenneth R......................................................................................................... 8

Hess, Auden.................................................................................................................. 34

Hobson, Elena............................................................................................................. 4, 5

Hogan, Thomas P.......................................................................................................... 25

Holland, Rachael A.......................................................................................................... 9

Hosey, Megan............................................................................................................... 33

Hughes, Susan M.................................................................................................... 38, 39

Hyman, Irwin................................................................................................................... 7

Karpiak, Christie P. .............................................................................. 10, 20, 21, 25, 33

Keilson, Alyse........................................................................................................... 2, 16

Kendris, Francesca........................................................................................................ 11

Kildea, Susan................................................................................................................ 23

Kokoszki, Mary-Kate............................................................................................... 2, 16

Kosakowski, Jill ........................................................................................................... 34

Lacatena, Raeanne........................................................................................................ 30

LaJeunesse, Charles A................................................................................................... 31

LeFevre. Amy J............................................................................................................. 39

Lindenbaum, Erin........................................................................................................... 30

Lister, Kelly M.................................................................................................. 10, 20, 21

Lowell, Justin................................................................................................................. 11

Lynch, Meghan M........................................................................................................... 4

Lyons, Samantha........................................................................................................... 17

MacNaughton ,Kari B................................................................................................... 22

Mahon, Matthew............................................................................................................. 7

Miceli, Kristin............................................................................................................ 2, 16

Miller, Heather.............................................................................................................. 13

Myers, Kevin................................................................................................................ 32

Norcross, John C.............................................................................................. 20, 21, 24

Paganetti, Nicole............................................................................................................. 6

Pashka, Nicole J............................................................................................................ 22

Phillips, Sara.................................................................................................................... 9

Pipitone, R. Nathan................................................................................................. 38, 39

Pohlig, Ryan.................................................................................................................. 41

Principe, Gabrielle F...................................................................................................... 17

Prone, Lauren............................................................................................................ 2, 16

Rader, Nancy.......................................................................................................... 29, 30

Research Team 04................................................................................................... 29, 30

Rooney, Meghan........................................................................................................... 14

Ryckebusch, JennaLyn.................................................................................................. 13

Santoro, Shannon O................................................................................................ 20, 21

Sawyer, Shannon....................................................................................................... 2, 16

Scarantino, Amy............................................................................................................ 35

Schneider, Lindsey M.................................................................................................... 42

Shirer, Sarah................................................................................................................. 42

Silvaggio, Mathew..................................................................................................... 2, 16

Simpkins, Lisa............................................................................................................... 28

Singh, Mona.................................................................................................................. 17

Snyder, Margaret E................................................................................................... 4, 22

Socci, Nicole............................................................................................................. 2, 16

Sosnowski, Jane............................................................................................................ 34

Stanik, Christine E......................................................................................................... 40

Sternberg, Tamar........................................................................................................... 34

Tavares, Amy................................................................................................................ 11

Tooley, Erin................................................................................................................... 29

Tucker, Angela.............................................................................................................. 17

Turner, JoEllen.............................................................................................................. 14

Van De Wal, Erica........................................................................................................ 30

Waajid, Malikah S......................................................................................................... 22

Walczynski, Keri....................................................................................................... 2, 16

Walsh, Casey................................................................................................................ 30

Walter, Cori A.............................................................................................................. 18

Weger, Ulrich.................................................................................................................. 3

Wolff, Abby.............................................................................................................. 2, 16

Wood, Matthew............................................................................................................ 19

Yemane, Sarah.............................................................................................................. 17

Paper Session I (Brennan 203)

Paper Session II (Brennan 205)

Inhibition of Return in the Semantic Domain?

Paper Session III (Brennan 228)

Poster Session I (Brennan Fifth Floor Lobby)

Every New Beginning Comes From Another Beginning’s End: An Exploration of Past Transitions in Emerging Adulthood

Self-Perceived Relational and Academic Competence in University Freshmen from Coeducational and Single-Sex High Schools

Who Am I, Where Have I Been, and Where Am I Going: A Look Inside the Lives of Young Adult Male Prisoners

Believing is Seeing: How Children’s Beliefs in Santa Claus and the Tooth Fairy Can Affect Memory

Humor in Groups: Appreciated But Not Remembered

Cultural Analysis of Sense of Humor Between American and British Undergraduates

Applying to Graduate School in Psychology: A Mini-workshop (Brennan, 500)

Workshop: Current Hot Topics From: Psychological Science in the Public Interest (Brennan, 228)

Keynote Address (Brennan, 228)

Poster Session II (Brennan Fifth Floor Lobby)

Paper Session I
(Brennan 203)

Paper Session II
(Brennan 205)

Paper Session III
(Brennan 228)

Poster Session I
(Brennan Fifth Floor Lobby)

Applying to Graduate School in Psychology: A Mini-workshop
(Brennan, 500)

Workshop:
Current Hot Topics From: Psychological Science in the Public Interest
(Brennan, 228)

Keynote Address
(Brennan, 228)

Poster Session II
(Brennan Fifth Floor Lobby)