510 research outputs found
Put you in the problem: effects of self-pronouns on mathematical problem solving
No full textData for published article: Cunningham, S., Ahmed, Z., March, J., Golden, K., Wilks, C., Ross, J., & McLean, J. (2023). Put you in the problem: effects of self-pronouns on mathematical problem solving. Quarterly Journal of Experimental Psychology. https://doi.org/10.1177/1747021823117422
Bees collect polyurethane and polyethylene plastics as novel nest materials
Get PDFPlastic waste pervades the global landscape. Although adverse impacts on both species and ecosystems have been documented, there are few observations of behavioral flexibility and adaptation in species, especially insects, to increasingly plastic-rich environments. Here, two species of megachilid bee are described independently using different types of polyurethane and polyethylene plastics in place of natural materials to construct and close brood cells in nests containing successfully emerging brood. The plastics collected by each bee species resembled the natural materials usually sought; Megachile rotundata, which uses cut plant leaves, was found constructing brood cells out of cut pieces of polyethylene-based plastic bags, and Megachile campanulae, which uses plant and tree resins, had brood cells constructed out of a polyurethane-based exterior building sealant. Although perhaps incidentally collected, the novel use of plastics in the nests of bees could reflect ecologically adaptive traits necessary for survival in an increasingly human-dominated environment.We thank Dr. Laurence Packer, Sheila Dumesh, Bahar Salehi and Erik Glemser for comments and discussion for the manuscript. Funding was provided by Dr. Packer’s NSERC Discovery Grant and an NSERC-CGS awarded to the first author. J. S. MacIvor
conceived and implemented the study, found the bee nests and reared the larvae. A. E. Moore analyzed the M. campanulae cells. J. S. MacIvor compiled and wrote the manuscript, A. E. Moore collaborated on the methods. A. E. Moore provided the graphs for the figures. J. S. MacIvor imaged the brood cells. Both authors critically revised the manuscript and approved it for publication. Publication was made possible by the York University Libraries' Open Access Author Fun
Shifting saliency of the 'Other' modulates the Self Reference Effect
No full textThe OSF project page contains the data underlying the published research output: Clarkson, T. R., Cunningham, S. J., Haslam, C., & Kritikos, A. (2022). Is self always prioritised? Attenuating the ownership self-reference effect in memory. Consciousness and Cognition, 106, [103420]. https://doi.org/10.1016/j.concog.2022.10342
Shifting saliency of the 'Other' modulates the Self Reference Effect
No full textThe OSF project page contains the data underlying the published research output: Clarkson, T. R., Cunningham, S. J., Haslam, C., & Kritikos, A. (2022). Is self always prioritised? Attenuating the ownership self-reference effect in memory. Consciousness and Cognition, 106, [103420]. https://doi.org/10.1016/j.concog.2022.10342
The thoughtful self
Get PDFThe relationship between a concept in the external world (e.g., the self), and its representation in cognition
Internet resources for nurses
No full textSheila Grossman is a contributing author, Leadership .
Book description: This new edition of the award-winning guide to the web for nurses is nearly double in size and twice as useful! Expert nurses in more than 50 content areas have carefully selected and reviewed nearly 400 web sites available in their specialty areas --- resulting in an authoritative guide to the best the web has to offer for the professional nurse. Each web description includes a summary of the site, intended audience, sponsor, level of information, and relevance to nurses. The book also indicates sites which can be referred to patients.https://digitalcommons.fairfield.edu/nursing-books/1026/thumbnail.jp
Encyclopedia for nursing research, 2nd ed.
No full textMeredith Wallace Kazer is a co-editor. Sheila Grossman is a contributing author, Mentoring and Genetics .
Book description: The Encyclopedia of Nursing Research, now thoroughly updated in a second edition, presents key terms and concepts in nursing research and with over 30% of the entries new to this edition. Written by the world\u27s leading authorities in nursing research, this comprehensive reference is a one-stop resource for everything you need to know about nursing research and its utilization.https://digitalcommons.fairfield.edu/nursing-books/1024/thumbnail.jp
Editorial:A review of self-processing biases in cognition
Get PDFWhen cues in the environment are associated with self (e.g., one’s own name, face, or coffee cup), these items trigger processing biases such as increased attentional focus, perceptual prioritization and memorial support. This paper reviews the existing literature on self-processing biases before introducing a series of studies that provide new insight into the influence of the self on cognition. In particular, the studies examine affective and memorial biases for self-relevant stimuli, and their flexible application in response to different task demands. We conclude that self-processing biases function to ensure that self-relevant information is attended to and preferentially processed because this is a perpetual goal of the self-system. However, contrary task-demands or priming can have an attenuating effect on their influence, speaking to the complexity and dynamism of the self-processing system in cognition
Investigating Gender Majority Bias in Adolescents’ Curriculum Subject Choices.
No full textThis study examines adolescents' knowledge and endorsement of gender-stereotypes of competency in school subjects, and how these stereotypes relate to their educational choices (both actual school subjects, and hypothetical projects). It also examines the influence of gender majority biases and whether there are gender differences in who adolescents choose to copy.
Prior research has identified that adolescents know and, albeit to a lesser extent, endorse gender stereotypes about competence in different school subjects (Wood et al., 2022). Additionally, adolescent girls were more likely to reject gender stereotypes than adolescent boys. Moreover, Wood et al. (2022) found that boys were more likely to make more own gender stereotyped subject choices than girls. The researchers suggest that this could be explained by gender differences in levels of peer influence. The current study predicts that 1) adolescents of all ages will demonstrate knowledge and endorsement of school subject gender stereotypes, with knowledge being higher than endorsement, 2) Stereotype rejection scores (i.e., difference between knowledge and endorsement scores) will be higher in girls than in boys, and 3) Boys will show higher levels of own-gender typical subject choice selection than girls.
Social learning is key to building skills and knowledge, with individuals strategically selecting who to learn from (Molleman et al., 2019). Studies have revealed that children’s choices are often influenced by their peers and what the peer-majority are choosing to do (Haun & Tomasello, 2011). Despite a wealth of childhood social learning studies, adolescent studies are relatively scarce. Ruggeri and colleagues (2018) found that adolescents are influenced by their peers. To date, little research has examined the effect of own-gender or peer-majority influence has on adolescents’ school subject choices. Therefore, we aim to investigate adolescents’ level of interest in joining hypothetical gender-typical and gender-atypical community projects, where peer gender majority enrolment information either corresponds or does not correspond with the pupil’s own gender. The study predicts that 4) adolescents of all ages will score own-gender typical projects as being of higher interest than other-gender typical projects, 5) adolescents of all ages will score own-gender majority projects higher than other-gender majority projects, and 6) the main effect predicted in hypothesis 5 will be complicated by an interaction; such that scores for own-gender typical projects will be less affected by gender majority than scores for other-gender typical projects.
Finally, the study aims to explore the relationships in males and females separately, between own-gender peer-majority influence, an adolescents’ endorsement of gender stereotypes and the real-world subject choices that adolescents are making.
References
Haun, D. B. M., & Tomasello, M. (2011). Conformity to Peer Pressure in Preschool Children. Child Development, 82(6), 1759-1767. https://10.1111/j.1467-8624.2011.01666.x
Molleman, L., Kanngiesser, P., & van den Bos, W. (2019). Social information use in adolescents: The impact of adults, peers and household composition. PLoS One, 14(11), e0225498. https://10.1371/journal.pone.0225498
Ruggeri, A., Luan, S., Keller, M., & Gummerum, M. (2018). The Influence of Adult and Peer Role Models on Children’ and Adolescents’ Sharing Decisions. Child Development, 89(5), 1589-1598. https://10.1111/cdev.12916
Wood, L. A., Hutchison, J., Aitken, M., & Cunningham, S. J. (2022). Gender stereotypes in UK children and adolescents: Changing patterns of knowledge and endorsement. British Journal of Social Psychology, 61(3), 768-789. https://10.1111/bjso.1251
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