• The Effects of Control Processes and Continual Distraction on Recall Organization in Categorized Free Recall 

  Cai, Junhao (Vanderbilt University, 2021-04)
• The Effects of an Enhanced eBook on Parent Dialogic Reading Behaviors 

  Lurie, Jane (Vanderbilt University, 2021-03-29)
• Peer Observation and Error Monitoring in First-Year Students: An Examination of Associations with Internalizing Symptoms 

  Okland, Sydney (Vanderbilt University, 2021-03-29)

  Because of the unique factors impacting the first year of college, specifically the potential for increased comparison to and evaluation by peers and risk of anxiety and depression, making a mistake can be very distressing. ...
• Associations of Parental Emotions and Behaviors with Changes in Child Emotions During Face-to-Face Interactions 

  Redic, Margaret (Vanderbilt University, 2021-03-29)

  Objectives. Parenting is a significant factor in the development of depression during adolescence. However, little research has specifically studied the association of expressed parental emotion during parent-child ...
• Executive Function and Communication in Children Who Have Experienced Adverse Childhood Experiences 

  Nichols, Haley (Vanderbilt University, 2021-03-29)

  As research surrounding adverse childhood experiences (ACEs) has moved past evaluating long term effects and is now progressing towards developing interventions, viable targets for intervention must be found. This research ...
• A Pilot Study: Virtual Reality-Delivered Support Groups for Substance Use Disorders 

  Mahapatra, Anjali (Vanderbilt University, 2021-03)

  Substance abuse often occurs as a way to cope with negative affect and life stressors in an unsupportive social context. As a result, affective regulation and social support play a key role in relapse prevention and recovery. ...
• Being-With: An analysis of parental responses to young children’s emotional expressions 

  Lempres, Sarah (Vanderbilt University, 2021-04-07)

  There is limited research on how parents respond to their children’s emotions, both positive and negative, and how the type of emotion and internal processes of the parent are linked to their responses. The current study ...
• The Influence of Speaker Gender on Memory Recall of the Speaker’s Monologue 

  Aggarwal, Jasmine (Vanderbilt University, 2021-03-30)
• Infant Tool Use and Executive Function 

  Detherage, Ashley (Vanderbilt University, 2017-04-26)

  How do toddlers’ executive function skills relate to abilities to use familiar tools in unfamiliar ways? What method might encourage infants to employ executive function skills to override their prepotent, or automatic, ...
• Preschoolers’ word learning when highlighting lexical or phonological awareness 

  Crawford, Jordan (Vanderbilt University, 2017-04-17)
• Memory Encoding: The Costs and Benefits of Cueing 

  Ellenburg, Christine (Vanderbilt University, 2017-04-26)

  This project investigated the benefits and costs of cueing on memory. Participants were shown images, some of which were cued as especially important to remember, in encoding blocks. The percentage of images cued changed ...
• Motivational and Behavioral Expressions of Schadenfreude among Undergraduates 

  Kleinman, Elana (Vanderbilt University, 2017-04-26)

  Schadenfreude, the pleasure that results from another person's misfortune, is an interesting topic within emotion research. However, there has been limited research regarding whether cultural tendencies influence the ...
• Eating Disorders Among Ethnic Minorities 

  Chung, Suemin (Christy) (Vanderbilt University, 2020-04-24)

  Given the gravity of recent increasing eating disorder diagnoses, the amount of research dedicated to eating disorders and ethnicity/acculturation is insufficient. This study explores the differences in eating disorder ...
• Supporting Executive Function Development through Parent-Child Book Reading 

  Hart, Emma (Vanderbilt University, 2020-04-21)

  Executive functioning (EF) is a key element of school readiness. Despite evidence for the influential role parents can play in supporting child EF development, current EF-directed interventions rarely focus on parents. And ...
• Does Trait Mindfulness Moderate the Effect of Stress on Executive Control? 

  Beard, Cameron (Vanderbilt University, 2020-04-20)

  Stress can impair one’s ability to effectively problem solve and think critically. This study tested the extent to which trait mindfulness moderated the relation between stress and executive control (EC). Participants ...
• Relations among Childhood Trauma, Executive Control, and Induced Stress 

  Harvey, Elizabeth (Vanderbilt University, 2020)

  The present study examined the relation of childhood trauma to executive control and executive control under stress. Participants (N=104) were students, ages 18-22 (Mage=18.97, SD=1.078), at Vanderbilt University. In the ...
• Is what I think really what I think?: Examining implicit and explicit attitudes toward stuttering 

  Boothby, Taylor (Vanderbilt University, 2017)

  This study assessed implicit and explicit attitudes toward people who stutter. Twenty-four typically-fluent college-aged participants completed an Implicit Association Test, a measure of implicit attitudes, to assess the ...
• Transcranial direct-current stimulation (tDCS) on temporal lobe selectively affects the encoding of visual long-term memory 

  Zhao, Chong (Vanderbilt University, 2020-04-06)

  Classical views of human visual long-term memory propose that people first encode the visual stimuli into a long-term store, and then retrieve the visual information during task period. In examining the temporal dynamics ...
• Examining Rumination and Neurophysiological Measures of Emotional Reactivity and Regulation in Depressed Adolescents 

  Kekes-Szabo, Sophia (Vanderbilt University, 2020-03-25)

  The goal of the current study is to investigate the neural mechanisms and time course of emotion and associations with individual differences in rumination in a sample of depressed adolescents. Rumination is the repetitive ...
• Dyadic Interaction Style and Infant Attention in the Sticky Mittens Paradigm 

  Jeanne, Charlotte (Vanderbilt University, 2019-04)

  Previous research has shown that the “sticky mittens” reaching intervention has a positive effect on reaching and object exploration skills. Further, early reaching and object exploration abilities have been shown to have ...

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