Research Interests
2009
The effects of the observation execution system on procedural motor learning
Student Researcher: Evan Nemeth (advisor: Geoff Carre)
Description of Research:
Mirror neurons in the primate and human brain fire when an individual observes a model perform goal oriented action or executes it themselves. Several theories exist to describe the purpose of these neurons including an involvement in empathy, theory of mind and motor learning. This study assesses whether observing a model perform a procedural motor skill improves the observer’s performance of that skill.
The motor task involved rotating steel balls around one another as quickly as possible in one’s hand. To test whether individuals could learn to perform this task from observation, I split participants into three separate groups. The mirror group had a mirror placed between their left and right hand, facing their right and were asked to observe the mirror image of their right hand perform the task. The mirror and non-mirror groups manipulated a pair of baoding balls in the right hand, rotating them as fast as possible in a clockwise motion without use of a mirror. The left group rotated the balls counter-clockwise in the left hand. After a break, each group rotated the same balls in their left hand as fast as possible in a counter-clockwise motion as part of the test condition. It was expected that the mirror group would have learned how to perform the task better with their left hand by having watched the mirror image. This would show that they learned from watching a model. The left group was expected to perform better the second time around as a result of having practiced. The no mirror group was expected to have the lowest left hand scores because these individuals did not practice with the left hand or observe a model left hand.
No differences were found between any of the groups however. While this is not evidence that individuals can learn motor tasks by observing a model, it is also not proof that they cannot. For instance, it is possible that the ball rotation task was not observed for a long enough time to facilitate learning. If the study is repeated in the future, the length of time individuals spend in the practice condition may be extended. This would provide more time for the individuals in the mirror group to observe the task thereby potentially facilitating learning in the left hand further.
Teaching Methods in a Single-Gendered Learning Environment: A Grounded Theory
Student Researcher: Jesslyn Doucette (advisor: Sue Korol)
Description of Research:
Research suggests that there is a current state of ambivalence surrounding this issue with some people arguing that single-gendered education is beneficial to children’s learning. There is research to suggest that a single-gendered environment can aid social cohesion, academic performance and other social factors to grow and develop positively. There are also researchers who disagree totally, saying that there is at best no change and potentially a change for the worse. The arguments in favor of single-gendered education are fueled largely by research suggesting that boys and girls are different and therefore learn differently, including differences in auditory and visual functioning, the parasympathetic nervous system, and brain differences affecting the ways in which boys and girls use logic. It is also possible that the teaching methods themselves are responsible for any changes noted in academic and social behavior of students. There has been an emergence of alternative schooling such as independent schools, Montessori schools, and Waldorf-Steiner schools which have been suggested by their proponents to allow students to grow and develop at their own pace and therefore reach their full potential without developing negative attitudes toward school.
My study will use the grounded theory method to explore the phenomenon of a single-genered classroom within a coeducational environment in a local rural elementary school. This population is unique because the children were not enrolled in the class specifically as a single-gendered class, instead the class was constructed randomly by chance. I will be conducting interviews with the teachers who have taught both single-gendered and coeducational classes as well as teachers from a neighboring school who teach coeducational classes exclusively. These interviews will center on exploring the teachers experiences of sex differences in learning and how they adapt their teaching methods in order to account for them. I will also interview parents regarding their experience with the boys and how they feel that their son is performing academically and socially within the single-gendered environment. Other resources will include grade and disciplinary reports.
We expect that this study will yield an informative theory which will provide insight into the phenomenon of single-sex teaching within a co-educational system. This potential theory has practical implications in the field of teaching. If we are able to determine which teaching methods have practical facilitative benefits for the teaching of single-sex education, these methods could be employed by many other teachers who are currently working in a single-sex environment. This research could also provide insight into the best practices to enhance the social and psychological development of children.
Can differences in musical training account for differences in dimensions of musical motivation.
Student Researcher: Benjamin Schnare (advisor: Peter MacIntyre)
Description of Research:
The purpose of this study was to see if possible selves differ significantly between musicians with various degrees of musical training. We tested for significant differences between musicians who are informaly(no fornal musical training), semi-formally(up to one year), and formally( over one year) trained, in terms of various motivational dimensions, as well as practice and play time. We looked to see if there are significant differences in the balance of expected and feared selves, between the various training groups. Those with balanced selves in the same possible self area have been shown to have a higher quality of motivation and more focus (Markus & Oyserman, 1990). We were also looking to see if if musicians with different types of training background differ significantly in how self-determined their musical motivation is, as more self-determined motivation is associated with better quality of action and result (Deci & Ryan, 2000). Our study will look to see if musical training will be able to significantly explain variance in motivational desire and intensity to learn, motivation for practicing music, percieved competence for music, open end-ed possible selves measures and self-esteem of musical ability.
Results seemingly indicate that those with more balance between possible selves have higher levels of the higher quality motivation types of identified and intrinsic regulation, which are associated with better effort, persistence and outcomes. This offers evidence of a relationship between balance of selves and the degree of psychological need satisfaction. Those with higher levels of balance in their possible musical selves also had higher levels of motivational intensity, indicating that perhaps this is the particular aspect or dimension may play a key role in how balance effects or transfers effect unto motivation. There was no effect for balance of selves on play and practice duration and frequency. The type of training had an effect on self-determination, to the effect of the more formal one’s training, the higher their levels of identified and intrinsic motivation, which are the associated with low effort, persistence, and poor outcomes. as motivation changes depending of environment (among other factors), we can infer that those in formal training more often face situations in which there psychological needs were not met, and they were thus motivated by these less self-determined motivation types. those with more formal training types also showed the lowest levels of willingness to play in formal contexts According to self-determination theory, this means that they failed to have their psychological needs adequately nurtured in such situations in the past.
Correlations where found between musical self-esteem and all of the motivational variables of motivational intensity, desire to learn, perceived competence, willingness to participate. Musical self-esteem was also positively correlated with identified and intrinsic regulation. It seems to indicate that self-esteem is connected to a much higher degree to activities that are self-determined, and offer a high degree of autonomy, competence and relatedness satisfaction. All of the motivational variables were positively correlated amongst themselves, indicating that changes in one variable effect levels of all of the others. Motivational intensity, desire to learn, and perceived competence were all correlated positively with introjected, identified and intrinsic regulation types. Willingness to play in both formal and informal contexts was positively correlated with identified and intrinsic regulation types. There was no significant effect for training type on play and practice duration and frequency.
People’s perceptions of stutterers
Student Researcher: Kira McVicar (advisor: Peter MacIntyre)
Description of Research:
My study is focusing on people’s perceptions of stutterers. Previous studies have concluded that people tend to have negative perceptions toward stutterers, which is commonly called the “stutterer” stereotype. Some characteristics that were given to stutterers were shy, nervous, anxious, withdrawn, self-conscious, tense, hesitant, less competent, introverted, and insecure.
The participants of my study will be asked to rate the personality traits of three hypothetical males, (1) a person who cannot control his stuttering (a trait stutterer), (2) a person who experiences temporary disfluency because he is nervous (a state stutterer), and (3) a typical male (does not stutter). The scale that will be used will be a 25-item Likert Scale of bipolar adjectives (example introvert vs. extrovert). Then the participants will be asked to match the emotion with its corresponding facial expression. After that task, they will be asked read an educational paragraph (intervention) explaining a certain topic. Following the intervention, they will listen to three separate audio tapes of three males, (1) a trait stutterer (who has stuttered his whole life), (2) a state stutter (will be simulating a stutter), and (3) a non-stutterer. After hearing each male, they will be asked to rate their personality traits using the same scale as previously mentioned. It is expected that an education paragraph will have an affect on the participant’s perceptions. The benefit of this study is that it can bring more education and knowledge to the public about people who stutter and also shed some light on the negative perception many people have towards people who stutter.
The Learning of Tool Functions and Tool Names in Young Children
Student Researcher: Jennifer Wilcox (advisor: Rachel Baker)
Description of Research:
My study looked at whether the way in which children learn about the function of the tool affects their ability to learn the names and functions of the tool. Four-year-olds were presented with one tool at a time told the name and function of the tools. Children were given an opportunity to copy the function, or to explore the tool in any manner they wished. Children were tested on their ability to produce the names and functions of the tools, and their understanding of the names of the tools. Children’s vocabulary was also measured. The results indicate the way in which children learn about the functions of tools does not impact their ability to learn the names and function of the tools. Of the children who were given an opportunity to copy the function, those with larger vocabularies understood more tool names.
Parenting Children With Autism: Participation Rights and Successful Transition to Adulthood
Student Researcher: Ashley MacIntosh (thesis advisor: Katherine Covell)
Description of Research:
Raising a child who has been diagnosed with Autism Spectrum Disorder (ASD) presents parents with many challenges which they may not have encountered in raising a developmentally typical child. The goal of this research is to example the difficulties mothers face in providing their child with opportunities for meaningful participation in matters which concern them when their child has been diagnosed with ASD. The theoretical framework for this research is build upon Baumrind’s (1967) 3 parenting typologies: Authoritarian, Permissive and Authoritative.
Authoritative parenting style –which is characterized by parental warmth and provision of opportunities for meaningful participation- is consistent with the United Nation’s Convention on the Rights of the Child and, in particular, Article 12 of the convention which states that children have the right to participate in matters which concern them. However, despite this favorable parental style, it is expected that mothers of children who have been diagnosed with ASD will be more likely to employ an Authoritarian parenting style, which places high value on obedience and tends to perceive dissent from parental opinion as defiance. Due to the nature of ASD, it is expected that mothers will experience greater difficulty in providing opportunities for participation for their child. For instance, children with ASD often have difficulty communicating effectively, thus hindering their ability to make their opinions known to their parents and decreasing the likelihood that their wishes and desires will be acknowledged.
Parental styles will be examined using a modified version of the Parental Authority Questionnaire (Buri, 1991) and levels of parental over-protectiveness will be assessed using a modified version of Parker’s (1979) Parental Bonding Instrument. Measures will also be taken for the severity of the child’s diagnosis, parental perception of the severity of their child’s disorder, as well as general demographic information (age, sex, etc.). Interviews will also be conducted to obtain qualitative data to be used in the interpretation of the quantitative findings.
The provision, or lack thereof, of opportunities for participate bear strong implications for the transition to autonomous adulthood later in life. Participation has been demonstrated to cognitively prepare children for the increased responsibilities and demands that are associated with independent living. It is for this reason that participation rights are especially important for children who have been diagnosed with ASD as they often experience greater than typical difficulties in the transition to autonomous adulthood.
The effects of time and question type on children’s eyewitness testimony: A rights perspective.
Student Researcher: Brenda Moore (thesis advisor: Katherine Covell)
Description of Research:
The purpose of this research is to provide support for the implementation of questioning procedures that will allow for the release of accurate testimonies while recognizing the rights of the child. The current study involved conducting an event with local preschool children, and then interviewing them about it days and weeks later. The children were divided into two conditions: free recall and specific questioning. It was hypothesized that children who were asked misleading questions would provide more inaccurate testimonies over time, while children who gave free recall would provide more accurate testimonies. Accuracy was expected to decrease over time. It was also hypothesized that confident testimonies would contain inaccuracies.
Results of a 2×2 split plot ANOVA led to the rejection of hypotheses regarding accuracy. There was found to be a significant main effect of condition on inaccuracy (children in the specific questioning condition were more inaccurate) but no effect of time or the interaction. The level of verbally expressed uncertainty was found to be affected by time passage, condition, and the interaction. During the first interview, children being asked specific questions expressed greater uncertainty than the children in the free recall condition, but during the second interview, there was no significant difference. Quantitative and qualitative observations suggest that children are capable of providing accurate testimonies, but may produce inaccuracies when misled by an adult. Furthermore, the results support the assertion that confidence does not necessarily indicate accuracy. Included is a discussion of possible implications for legal policy and children’s rights recognition, particularly rights concerning participation and expression.
Effectiveness of Self Efficacy and Planning Intervention on Single Versus Multiple Health Behaviours
Student Researcher: Janet Warner (Thesis Advisor: Geoff Carre)
Description of Research:
A diet rich in vitamins and minerals and low in fat as well as regular exercise are integral to physical and psychological health. Research shows that high self efficacy and effective planning are conducive to improving one’s diet and increasing exercise levels. Furthermore, research indicates that there is evidence supporting intervention on diet and exercise simultaneously as opposed to individually. Participants (N = 52) were assigned to one of four e-mail interventions: diet and exercise, diet, exercise or a control group. The study was conducted online because there is empirical evidence which indicates that technology/internet based interventions can produce significant improvements in behavior.
There were no pre-existing differences among the groups and no significant post-intervention group effects. The participants, however, did show a significant improvement in diet regardless of the intervention that they were given. It is possible that the intervention was too brief to have elicited significant changes. Insufficient motivation and social support may have also posed an issue. Other limitations include the small sample size and the uneven ratio of female (N = 42) to male (N = 10) participants.
2008
Problem-Solving, Stress, and Study Habits of University Students
Student Researcher: Kyle Levesque (Thesis Advisor: Rachel Baker)
Description of Research:
Numerous studies have found differences between effective and ineffective problem solvers on various cognitive and behavioural measures. The social problem-solving theory posits that problem-solving is an important coping strategy that can reduce or even prevent psychological stress. In the stressful environment that is post-secondary education, problem-solving has also been linked to students’ academic achievement in university. However, in the current study, effective problem-solving was believed to contribute to academic performance by eliciting more adaptive behaviours (e.g. study habits). The present study investigates the relationship between problem-solving, stress, and study behaviours of university students. Ninety-five Cape Breton University students participated by completing questionnaires about problem-solving (Social Problem-Solving, Revised), stress (State-Trait Anxiety Inventory), and study behaviours (Study Behavior Inventory). Multiple hierarchical regression analyses were used to investigate the relationship between the variables. The results confirmed the predictions; Effective problem-solving was predictive of lower levels of stress as well as more adaptive study behaviours in students. No interaction was found between problem-solving and stress in predicting study behaviours. The importance of a multidimensional measure of problem-solving is discussed.
Children and Tool Use: Visual Comparison in Tool Selection
Student Researcher: Alison Jessome (Thesis Advisor: Rachel Baker)
Description of Research:
This study addresses the question of how children select tools in order to solve a problem. Specifically, this study asks whether children rely on visual comparison between tools in order to choose a tool to solve a task. Children aged 2.5 to 3.5 years were asked to retrieve a toy from inside a long tube using long, stick-like tools. The tools varied only in length. Tools were presented individually (sequential condition) and together (simultaneous condition). The results of this study indicate that children do not rely on visual comparison in order to select tools, and can make decisions based on the information provided by a single tool.
The Effect of Threatening Times on American Cinema
Student Researcher: Myles Carter (Thesis Advisor: Stewart McCann)
Description of Research:
Altemeyer’s theory of right wing authoritarianism has led to numerous studies linking societal threat with increased authoritarian behavior. As threat increases so too do incidences of authoritarian behaviors including aggression, submission to authority and conventionalism. It was hypothesized that in times of threat aggressive films would be produced in higher numbers and received better in America due to a more authoritarian receptive mindset of the general public. The number of aggressive films per year was based off of keywords which indicated blatant aggression linked to each film. Threat levels per year were taken from the SEPT index by McCann. As well the most popular films of each year were determined by an assessment of the top grossing film of each year. The production of aggressive films was related to threat; however the most popular film of each year did not show a relationship between threat and level of aggression. The findings indicate that the production of films could be considered reactionary and highly emotional; however, once time has passed and the mood has changed those same films may not be as relevant or received as well.
Parental attachment as a predictor of traditional bullying & their relationship with cyber-bullying
Student Researcher: Robin MacLean (thesis supervisor: Katherine Covell)
Description of Research:
The purpose of this research is to explore the dynamics of cyber-bullying in order to determine if poor parental attachment is a predictor of aggression and traditional bullying and to determine if being a traditional bully or victim is related to cyber-bullying or cyber-victimization. Participants included grade 12 students from Cape Breton High Schools. Scales measuring tendency to bully, tendency to be victimized, parental attachment and aggression, as well as a comprehensive questionnaire examining cyber-bullying were used. Significant sex effects were found in physical aggression and in traditional bullying. There were also significant interaction effects found between cyber-victims and cyber-bullies. A path analysis implied that poor parental attachment strongly predicts aggression and traditional bullying. Given that those who traditionally bully are more likely to be the individuals who cyber-bully, parental attachment may be an indirect predictor of cyber-bullying.
