Psychology

Office workers consistently report greater productivity in the workplace when standing compared to sitting (Chambers et al., 2019; MacEwan et al., 2015; Mantzari et al., 2018). In contrast, laboratory studies report inconsistent evidence that posture (sitting vs. standing) affects cognitive performance, usually operationalized as selective attention (Caron et al., 2020; 2022; Rosenbaum et al., 2017; Smith et al., 2019). The present work assessed whether the discrepancy between workplace and laboratory findings is because workplace tasks are more difficult than the tasks used in laboratory research. Three visual search experiments are reported. Search difficulty was increased in Experiments 1 and 2 and posture difficulty was increased in Experiment 3. There was no evidence that posture affected attention in any of the experiments suggesting that the failure to find an effect of posture on attention in previous work was not due to the task difficulty.

Author Keywords: Cognition, Cognitive Resources, Dual Task, Embodied Cognition, Posture, Selective Attention

This thesis aimed to explore students' perspectives on university exams in two studies. Using a phenomenological approach, Study 1 recruited 10 senior undergraduate students to participate in semi-structured interviews. A thematic analysis revealed key themes related to exam purpose, effectiveness, fairness, and emotional responses. These insights informed the development of a sequence model explaining how students form exam perceptions. Study 2 was a concurrent, embedded, correlational mixed-methods case study of sophomore Psychology students' (N = 35) experiences with a case-based take-home exam designed according to motivational design principles. Findings from this study highlight the associations between students' motivation orientation and motivational assessment features and students' positive experiences and perceptions of the exam. This thesis offers an informative framework for instructors aiming to promote student buy-in, while also meeting course learning outcomes and facilitating deeper engagement with assessments.

Author Keywords: alternative assessment, assessment design, learning outcomes, student motivation, university exams

ABSTRACT Patients who undergo chemotherapy often complain of a persistent 'brain fog' that can be present up to years after treatment ends. This fog is expressed as marked impairments in areas of learning, memory and mental health. As it stands, researchers have yet to determine the mechanism at fault for these impairments. The present experiment investigates if the neurogenesis that takes place in the subgranular zone of the hippocampus is suppressed as a result of chemotherapy treatment, and results in these impairments. In the following thesis, two models of chemotherapy are used to explore the treatment effects on Long-Evans rats. From here, three behavioural assessments and three measures of immunohistochemical techniques are used to explore the effects of Temozolomide on memory and anxious behaviour. Our findings support the current literature that suggests that Temozolomide suppresses adult hippocampal neurogenesis and results in cognitive and emotional impairments.

Author Keywords: adult hippocampal neurogenesis, Chemotherapy, Chemotherapy-Induced Cognitive Impairment, CICI, Long-Evans rats, Temozolomide

Risk-taking (e.g., dangerous driving, substance use) rises during adolescence and can result in both adaptive consequences (e.g., social acceptance) and maladaptive consequences (e.g., alcohol poisoning, premature death). Adolescents also experience an increase in self-conscious emotions, including shame. Shame-prone adolescents may engage in risk-taking to cope with negative self-perceptions. Previous research is contradictory, however, finding shame and risk-taking to be positively correlated, negatively correlated, or not related at all. One reason for this may be that shame was assessed as an overall construct. Some conceptualizations of shame dictate that people can experience several types of shame, including body (e.g., shame about physical appearance), character (e.g., shame of personal habits), and behavioural (e.g., shame about doing something wrong). Our study fills this gap by examining how different types of shame are related to different types of risk-taking behaviours and subsequent outcomes. Practical implications and directions for future research are discussed.

Author Keywords: Adolescence, Behaviour shame, Body shame, Character shame, Emerging adulthood, Risk-taking

To examine comorbid pain sensitivity, temporal lobe epilepsy was modeled with a 42-stimulation amygdala kindling paradigm using rats. Sham and kindled rats' mechanical allodynia was not different before the formalin conditioned place aversion (FCPA) test. FCPA behaviour was not different, but twenty-four hours later kindled rats showed mechanical allodynia. Thermal sensitivity 48 hours after FCPA was not different. A second experiment revealed no difference in pre- and interictal mechanical and thermal sensitivity. Kindled rats did display a higher frequency of pain behaviours in the formalin nociceptive test, and greater early growth response 1 expression in the anterior cingulate cortex (ACC). The final experiment examined FCPA behaviour of sham and kindled rats given an ACC infusion of control (EGFP), or inhibitory designer receptor exclusively activated by designer drug (hM4Di). Kindled-EGFP rats did not spend a different amount of time in either compartment but Kindled-hM4Di rats spent more time in the formalin-paired compartment.

Author Keywords: Affective Pain, Amygdala Kindling, Emotion, Epilepsy, Pain

Past research on parents' knowledge of concussion has shown that they understand the severity and consequences associated with the injury but have existing gaps in their knowledge for its management. This is a cause for concern due to the critical role parents play in their child's management process. This present study sought to address this area of concern with semi- structured focus groups to gain an insight on parents' perceptions and experiences with concussion management and an alternative method of care - neuropsychological baseline testing. What emerged from the focus groups was the core theme of navigating uncertainty. This theme encompassed the participants perceptions and experiences with having to take on the role of managing their child's concussion without a complete understanding of the management process. It incorporated aspects of injury diagnosis, methods of management, communication among stakeholders within the sporting community, the influence of concussion policy and parents' perceptions of neuropsychological baseline testing in the management process. A model was constructed to display the factors that influenced and guided parents' engagement with neuropsychological baseline testing.

Author Keywords: Communication, Concussion, Diagnosis, Management, Neuropsychological Baseline Testing, Uncertainty

Background: Researchers who study both attachment and criminal thinking propose that perceptions of the self and others explain why individuals engage in illegal behaviour (e.g., Bowlby, 1944; Mitchell & Tafrate, 2012). The purpose of this study was to combine these areas of research and examine how attachment views of self and others are associated with self and other models of criminal thinking patterns. Method: The first study included 582 undergraduate students and the findings were partially replicated in a second sample of adults recruited through social media (n =142). Participants completed measures of attachment, criminal thinking, and reported their engagement in illegal behaviours. Results: Structural equation modelling was used to test associations between models of the self and other. The respective models of the self and other for attachment and criminal thinking were associated, however, the cross paths were also associated for some groups and indicated a relationship where views of the self and other are predictive of one another in the context of relationships and criminal thinking. The findings were somewhat stronger for participants who reported engaging in deviant behaviour. Impact: To date, this study is the first to study the connection between attachment representations and criminal thinking, highlighting how our views of the self and others within relationships impact the complex way of thinking associated with criminal behaviour.

Author Keywords: adult attachment, attachment, criminal thinking, deviance

It is widely believed that basic mental processes involved in skilled reading are automatic in the sense that they occur without intention. Evidence that reading occurs without intention comes from the observation that the meaning of a colour word (e.g., "red") affects the time to name the ink-colour of the word in the Stroop task. Evidence also suggests that non-colour words (e.g., house) interfere even though they are irrelevant to the colour naming task. The present study examined which reading processes are triggered without intention in the non-colour word Stroop task. One hundred and twenty skilled English readers completed both a reading aloud task and a colour naming task. In order to identify the reading processes triggered without intention, three psycholinguistic variables were examined, lexicality, word frequency, and neighbourhood density. The findings suggest that processing up to and including the activation of orthographic lexical representations occurs without intention and that intention is required to activate all subsequent reading processes.

Author Keywords: Attention, Reading, Stroop Effect, Visual Word Recognition

Positive coaching techniques are gaining prominence in the sport of Gymnastics. Coaches are focusing on positive reinforcement, encouragement, and constructive feedback rather than relying solely on traditional, more authoritarian coaching methods. Furthermore, technology is being used to enhance coach-athlete relationships. Video analysis tools and performance tracking software allow for more detailed feedback and communication between coaches and gymnasts. Previous research has shown that sensory feedback, and physical cues and guidance impact both motor learning and motor skill performance. Spotting is a form of physical guidance (touch) that may be used by gymnastics coaches during both the learning phase of a skill and during performance, even after mastery. This research has examined whether and how spotting with touch influences the athlete's skill performance and confidence. The current study explored how spotting affects both skill performance and self-confidence of participants as they performed a basic skill (a backward jump onto a specified target) they have already mastered. We asked Intermediate-level gymnasts to perform a backward jump from height under two levels of landing difficulty, while being spotted with and without touch. Their confidence was measured in each condition using a brief survey. The timing, accuracy and precision of their landing was measured from video recordings of their performance. We evaluated the relationship between touch and skill performance to determine if it is affected by athlete self-confidence. It was hypothesized that physical guidance in the form of spot with touch would improve the accuracy and precision of the jump landing and that athletes would report higher levels of self-confidence in the touch versus no touch condition. We found no significant differences in skill performance and landing stability as assessed by rate of force development and peak force. We found that participants reported significantly higher levels of self-confidence when receiving spot with touch in the easy landing condition.

Author Keywords: gymnastics, physical guidance, self-confidence, skill performance, spotting, touch

AbstractOral Language and the Approximate Number System – A Preliminary Study Janice Shewen The approximate number system (ANS) involves the processing of rudimentary quantity and is thought to be an innate developmental building block for mathematics and its sister construct, the symbolic system. The conventional belief is that the ANS is language independent; however, this notion is questioned and explored in the current study, which represents a preliminary investigation into the concurrent and longitudinal relations between different aspects of oral language and the ANS in 4-year-old children and one year later when they were 5. A sample of 26 children (13 boys;13 girls) with average intelligence completed standardized measures of oral language and verbal memory, and a computerized quantity discrimination task that required children to accurately discern between two visually presented quantities. Correlational analysis showed concurrent and longitudinal relations between different aspects of language and quantity discrimination. This suggests that different aspects of language predict quantity discrimination over a one-year period and challenge the current and accepted theory that the ANS is a language independent system. The findings also have implications for early childhood education – avenues to strengthen a child's ANS via targeted oral language instruction, curricula, and subsequent provision of experiences. The findings also support early oral language screening to monitor or provide opportunities for improving quantity approximation skills. This early intervention could impact later symbolic processing and mathematic success. Keywords: Non-symbolic system, approximate number system, quantity discrimination, symbolic system, oral language, morphology, syntax, semantics, relational concepts.

Author Keywords: Approximate Number System, Non-symbolic system, oral language, quantity discrimination, symbolic system