The present study investigated the relationship between sibling caretaking experience and the ability to recognize emotions in children’s faces. Accuracy for recognizing emotional displays in children's faces was compared among individuals with younger siblings, older siblings, and no siblings. We did not find any evidence that having siblings impacts sensitivity to emotional displays in children's faces. We did, however, find evidence that some emotions are more easily assessed than others regardless of sibling status.

I chose to initiate this organization because I have the passion, credibility, and experience to instruct and coordinate groups of people regarding anything to do with the game of golf. I have always yearned to play the game of golf with others of my age too, which made me believe that there must be students that feel the same. There are also limited opportunities for students who play the game of golf because there is no existing club or sports team associated with the university. Lastly, nearby golf courses have great discounts for college students that could be better utilized.

The event was referred to as College Night or College Golf Night, but all the flyers said Beau Pre Golf Club presents: College Night. The goal for the event was to get students out recreating at a local recreation facility and to introduce my fellow students to the great game of golf in the cheapest way possible, FREE!

Because siblings often fulfill a caregiver role in the home, this study investigated whether having siblings, and younger siblings in particular, impacts the reward value of and perceptual sensitivity to the ‘baby schema’. Participants completed a cuteness sensitivity rating task and an effort-based keypress task to measure the reward value of cuteness. They also reported whether they had siblings, and if so older vs younger siblings. Contrary to our hypotheses, having siblings did not influence the reward value of or perceptual sensitivity to ‘babyschema’.

You will spend more time looking at faces than any other type of object in your lifetime. Because faces are such an important social signal, humans have developed a perceptual expertise for faces. Decades of research on the mechanisms of face processing have demonstrated we more heavily on configural processing strategies when viewing faces due to this expertise. However, this work has been done using almost exclusively adult facial stimuli. The current study uses a well-established configural disruption known as the Thatcher Effect to investigate the use of configural processing for infant faces. We find evidence that infant face processing may be less reliant on configural information.

This is a Collective Auto-Ethnographic Participatory Action Research that uses critical race-gendered epistemologies (Bernal Delgado, 2002, pp.109-110) as a theoretical framework to understand our Ethnic Studies work in schools. Teaching Ethnic Studies is a creation process where we are not only denouncing injustice, we are creating our own sovereign spaces of knowledge production through Courageous Cuentos and healing individually and collectively. Findings show that we experienced transformation as we co-create, define, collectively heal, and document what it means to be LatinE/ ChicanX social justice educator in rural Northern California through Courageous Cuentos.

Some disabilities are apparent (i.e., recognizable), while other disabilities are not (i.e., unrecognizable). Different situational contexts (i.e. dating, marriage, work, classroom) and the type of disability being judged (recognizable or unrecognizable) may impact one’s attitudes towards those with disabilities. In addition, one’s own personal characteristics (e.g. gender, sexual orientation, and disability status) may also impact one’s disability attitudes.

Not all disabilities are apparent; you cannot identify a person with disabilities just by looking at them. This study aims to address whether professors’ disability-related attitudes, perceptions of accommodation reasonableness, and willingness to provide accommodations differ when a student’s disability is recognizable (student is pictured in a wheelchair), unrecognizable (student is pictured in a chair), or when no visual is present (standard documentation control) and whether the professor’s level of disability-related knowledge and perceptions of institutional support mediates this relationship.

Multilinguals can differ in their level of proficiency for each language they speak. Factors that can impact one’s language proficiency include age of acquisition (AoA), which refers to the time point when beginning to learn a language and exposure, which refers to the amount of contact a person has with the language. Proficiency is often assessed subjectively, via one’s self-report of one’s perceived proficiency level and less often objectively, via observed and/or measured performance on proficiency tests. This study investigated the relationship between subjective and objective language proficiency as impacted by age of acquisition and exposure.

Drawing from the theory of planned behavior, the present study examined changes in self-reported health behaviors, and attitudes and intentions to change behaviors across outcomes of diet, exercise, tobacco smoking, and stress management before and after a health class. Students in several sections of a Health Psychology course (N=477) were invited to complete an online survey assessing self-reported health behaviors, and importance, confidence. Improved intentions, confidence, and importance were reported most health behaviors observed.