Master of Arts (M.A.), University of Dayton, 2017, English

In “Hobo Noah,” Claudia wakes in the middle of the night in her new apartment to find her son Noah sleeping under the dining room table. This discovery jumpstarts an examination of Claudia's split with Terri, her long-time partner, and Claudia's move out of the house she shared with Terri and their twin boys. As Claudia's drinking escalates, her already fracturing family learns that they can no longer rely on her, especially when Noah is found sleeping in a neighbor's yard at night while he is supposed to be in Claudia's care. In “The Retarded Angel,” Sam Gerich writes the story of the boy with the shell, a human-like character with a large shell on his back, and his quest to find his family and a mysterious flashlight that was described to him by a priest. As the boy with the shell travels from town to town looking for his family and this flashlight, he meets a number of mysterious figures. An old man and his friends viciously attack the boy, attempting to rob him. A man with claws and a doctor help the boy to recover. An old woman recruits the boy into a clandestine operation that smuggles babies from one town to another. The boy with the shell eventually meets a lighthouse operator and attempts to steal the lighthouse operator's fire starter. When the boy's plan is foiled, he throws himself from the top of the lighthouse. He survives the fall, but his shell breaks, revealing wings underneath.

Committee: Joseph Pici (Advisor) Subjects: American Literature; Gender Studies

Master of Arts, Case Western Reserve University, 2017, Psychology

Strategies used to solve addition problems without pencil and paper have been evaluated and connected to math achievement in multiple studies of children and adults. However, only a few studies have used adolescent samples, and addition strategies have not been evaluated in a behavior genetic framework. In this study the addition strategies used by a group of adolescent twins (77 MZ pairs and 136 DZ pairs) from the Western Reserve Reading and Math Project were evaluated. Participants solved 20 addition problems (14 simple and 6 complex) and reported the strategies that they used to solve each problem. Memory based strategies included retrieval and decomposition and procedural strategies included counting. Measures of strategy use on the task were taken from previous studies of children and adults. The measures that best characterized adolescent strategy use were the child and adult measures that described frequency of retrieval and decomposition. All measures of strategy use had significant nonshared environmental influences, and none of the measures had significant shared environmental influences. Further, strategy use measures for complex problems had a significant estimate of heritability.

Committee: Lee Thompson (Advisor) Subjects: Cognitive Psychology; Developmental Psychology; Psychology

Doctor of Philosophy, The Ohio State University, 1963, Graduate School

Committee: Not Provided (Other) Subjects: Home Economics

Master of Arts, Case Western Reserve University, 2016, Psychology

Research on Attention Deficit Hyperactivity Disorder (ADHD; DSM-IV) has identified a pattern of behavior labelled sluggish cognitive tempo (SCT), characterized by daydreaming, sluggish physical activity, mental confusion, and a lack of mental alertness. Some studies have suggested that SCT is separable from the Inattentive subtype of ADHD; but not all studies are in agreement on this point. There has been very little research into the developmental stability of SCT as children mature. Relatively little research has been done evaluating the independent relations between SCT and cognitive abilities separate from the effects of Inattentive subtype ADHD. In addition, little research has been done on the etiology of SCT. In the present study, I explore the longitudinal stability of SCT over a period of seven years. I also explore the independent effects of SCT on cognitive and educational outcomes, social problems, internalizing behaviors, and anxious/depressive behaviors. Finally, I estimate genetic and environmental influences on SCT. Over a seven year period, SCT does not demonstrate longitudinal stability. I found no evidence that SCT has effects on cognitive or educational outcomes after the effects of Inattentive ADHD are controlled for. SCT significantly predicts social problems, internalizing behaviors, and anxious/depressive behaviors. Individual differences in SCT appear to be largely determined by non-shared environmental factors.

Committee: Lee Thompson Ph.D (Advisor); Lee Thompson Ph.D (Committee Chair); Heath Demaree Ph.D (Committee Member); Elizabeth Short Ph.D (Committee Member) Subjects: Psychology

Doctor of Psychology (Psy.D.), Xavier University, 2013, Psychology

This study explored knowledge and attitudes about twins in a sample of 326 undergraduate students; 20 students in the sample self-identified as twins. There were small but significant correlations between student's knowledge about twins' scores and positive attitude toward twins scores, and an inverse correlation between knowledge about twins and the negative attitudes toward twins score. Additionally, a small but significant correlation was found between individual's knowledge about twins and the number of twins in their social sphere. Positive attitudes about twin's scores were also significantly correlated with number of twin pairs known to the respondent and with rated degree of closeness to twins. Finally, an independent samples t-test revealed a significant difference between twin's and non-twin's positive attitudes about twins, with twins having more positive attitudes about twins than non-twins. A frequency analysis of survey items revealed that, in general, participants were familiar with basic information about twins, but were less knowledgeable about less commonly reported information about twins. While most student attitude scores appear to have been fairly neutral, exposure to twins is associated with more positive attitudes and greater knowledge, which is consistent with findings regarding other attitudes toward minority groups. Replicating these findings with a larger, more heterogeneous sample is recommended to further expand our knowledge in this area.

Committee: Kathleen J. Hart Ph.D., ABPP (Committee Chair); Stephen P. Fritsch Psy.D. (Committee Member); Renee Zucchero Ph.D. (Committee Member) Subjects: Social Psychology

MS, University of Cincinnati, 2010, Allied Health Sciences : Speech-Language Pathology

A major challenge of managing patients with Neurofibromatosis Type 1 (NF1) is the extreme variability of its phenotype, with no way to predict which patients are at high risk for serious complications. Family members and even monozygotic (MZ) twins with NF1 demonstrate inconsistent expression of the disease. The underlying mechanism for this discordance has never been elucidated. We propose that DNA copy number variants (CNVs), small deletions and duplications of genomic material, may contribute to the variability of disease manifestation. CNVs are known to differ between MZ twins and have recently been implicated in the etiology of several disorders including autism and schizophrenia Hypothesis: MZ twins with NF1 will have within-pair differences in CNVs that may explain their discordant NF1 complications, and CNVs will be present in larger numbers in NF1 patients compared to the general population. Methods: MZ twins with NF1, ages 5 to 18 years, were recruited from the CCHMC NF clinic population. Extensive data was collected for each twin's NF1 features and complications. The Illumina 610k SNP microarray chip was used to identify and compare CNVs in peripheral blood from the twins and their parents. Age-matched controls were selected from a pre-existing CNV study population. Results: Of the five twin pairs reported here, three were discordant for optic pathway glioma, three for number of plexiform neurofibromas, one for pectus deformity, one for scoliosis, one for malignancy, and one pair was concordant for all parameters. We identified 43 CNVs meeting our conservative criteria, 18 of which overlap known or predicted genes. The average number of CNVs per twin pair was 8.6 with a range from 3 to 12. Of interest were five previously unreported areas of copy number change, two of which contain genes. We have yet to identify a de novo (non-familial) CNV. A larger study population would be needed to identify a correlation between familial CNVs an (open full item for complete abstract)

Committee: Lisa Martin PhD (Committee Chair); Teresa Smolarek PhD (Committee Member); Elizabeth Schorry MD (Committee Member) Subjects: Health Care

Doctor of Education, University of Toledo, 2008, Educational Administration and Supervision

Current research studies have concluded that separating twins in school before they are ready can lead to internalizing issues and behavior problems (Tully et al., 2004 & van Leeuwen et al., 2005). Despite the current research, there are schools in the United States that practice an arbitrary policy of separating twins into separate classrooms against their wishes. Research has shown that these schools cite developing individuals as their main reason for separating twins (Preedy, 1999). There is minimal evidence from empirical studies that suggests classroom separation of twins aids them in their intellectual or emotional development (Hay & Preedy, 2005). This qualitative research study is designed to examine the educational effects forced separation has on twins. This study used a purposive sample of three sets of twins between the ages of six and nine who were forced into separate classrooms from their co-twin and the mothers of these twins. A series of structured interviews and drawings from the twins depicting their emotions concerning the separation was used to collect the data. Interviews were recorded and transcribed verbatim to ensure accuracy of the data. Analysis of the transcriptions provided the basis for major themes and codes to emerge. Interview data collected from the twins showed that forced separation produced feelings of sadness, anger, fright, and loneliness that impeded the twin's ability to succeed in school. Twins reported their grades were lower due to a problem with focusing in class. Focusing was perceived by the twins as being difficult due to the urge they possessed of having to know where their co-twin was and what they were doing. Data showed the negative feelings displayed by the twins at school impeded their ability to make friends and socially interact with peers. Data from the mothers concluded that completing separate homework packets, unequal educations due to teacher differences, and helping the twins cope emotionally with t (open full item for complete abstract)

Committee: Caroline Roettger (Committee Chair); Lloyd Roettger (Committee Member); Barbara Bleyaert (Committee Member); John Mascazine (Committee Member) Subjects: Education

Doctor of Philosophy, The Ohio State University, 2010, Human Ecology: Human Development and Family Science

The fields of cognitive psychology and educational psychology are both interested in identifying the aspects of mathematical processing which are involved in mathematical ability and disability; however both literatures use very different types of measures. The first aim of this dissertation was to identify, describe and explore specific variables within experimental measures drawn from the cognitive psychology literature. This project served as the first time these domain specific “core math” measures have been given in a large scale twin sample particularly interested in collecting individual differences indices. The second major aim of this dissertation was to then understand how these experimental core math measures are related to domain specific psychometric math performance outcome measures, commonly used measures from the educational psychology literature, as well as domain general memory measures. This dissertation was based on a sample of 204 12-year-old twins from a larger twin project called the Western Reserve Reading and Math Project, based in Ohio. All the participants were given batteries of experimental core math measures, psychometric math and reading performance outcome measures, and working memory measures, through two home visits conducted within a month of each other. Results suggested that there were moderate associations among core measures variables within measure, and low to moderate associations of these core measures to psychometric mathematics performance outcomes. Confirmatory factor analyses suggested that two factors best represented these data of the core math measures. Examining structural equation models including the two core math factors, a psychometric math performance factor and a working memory factor, results indicated that there was a multiple mediation of the relationship between Working Memory and Psychometric Math Performance by the core math factors. This same mediation relationship was not upheld when Psychometric Readin (open full item for complete abstract)

Committee: Stephen Petrill (Advisor); Laura Justice (Committee Member); Claire Kamp Dush (Committee Member); Sarah Schoppe-Sullivan (Committee Member) Subjects:

Master of Science, The Ohio State University, 2009, Dentistry

The gingival sulcus and tooth consist of complex bacterial ecosystems, the majority of which are uncultivated. Although the sequence of oral bacterial colonization has been investigated, factors affecting this process, especially host genetics, are poorly understood. Twin studies provide a powerful model to study the contribution of genetics to diseases. Open-ended molecular methods are accurate and comprehensive approaches to compare complex microbial communities. The purpose of this study was to compare the subgingival and supragingival microbial profiles of periodontally healthy twins using a molecular method for bacterial profiling.95 pairs of periodontally and systemically healthy twins, 18 to 36 years old, were selected. Zygosity information was elicited by questionnaire. Whole mouth subgingival and supragingival plaque samples were collected and pooled from each subject. Bacterial DNA was isolated from these samples and the 16S rRNA gene was amplified using polymerase chain reaction with fluorescent labeled broad-range eubacterial primers. The amplicons were restriction-digested using MspI and HhaI and Terminal Restriction Fragment Length Polymorphism Analysis (t-RFLP) was used to examine the composition of the microbial community in each individual. Similarity of microbial profiles between each twin pair was assessed using Bray-Curtis similarity index based on fragment peak areas. The number of shared species was also computed for each twin pair and compared between groups. 59% of the twin pairs were monozygotic, while 41% were dizygotic. Differences in race, smoking status and gender were not statistically significant between the twin groups. 29% of the subjects were current or former smokers. The supragingival community exhibited an average of 45% of similarity between all twin pairs and the subgingival biofilm 34% among all twin pairs; however, there was no significant difference between the two twin groups by Kruskal Wallis Analysis. No differences were (open full item for complete abstract)

Committee: Purnima Kumar (Advisor); Dimitris Tatakis (Committee Member); Binnaz Leblebicioglu (Committee Member); Haikady Nagaraja (Committee Member) Subjects: Dental Care

BA, Kent State University, 2011, College of Arts and Sciences / Department of English

Conjoined twins and half-and-half (hermaphrodite) acts were common features of the American sideshow during its heyday from 1840 to 1940. These acts each relied upon the production of multiple selves in a singular body to be perceived as freakish. This paper presents the longstanding connection between conjoined twins and hermaphrodites, as seen in art, literature, and medicine from Classical sources to Renaissance texts. Included are discussions of the double as a product of fusion or fission and of the double-headed alien Zaphod Beeblebrox from Douglas Adams's Hitchhiker's Guide to the Galaxy. Also addressed are portrayals of conjoined twins in literary works by Mark Twain and Katherine Dunn and the symbolism of the half-and-half in works by Robertson Davies and Carson McCullers. Finally, the portrayal of conjoined twins in promotional materials, specifically Millie-Christine and Violet and Daisy Hilton, is analyzed, along with materials from a number of different half-and-half acts. Finally, an overview of sideshow banner artwork is presented along with an original banner painted by the author.

Committee: Claire Culleton PhD (Advisor); Kevin Floyd PhD (Committee Member); Christina McVay (Committee Member); Sara Newman PhD (Committee Member) Subjects: American Literature; American Studies; Art Criticism; Literature

Master of Arts (MA), Bowling Green State University, 2007, Theatre and Film

The Broadway musical Side Show, by Bill Russell and Henry Krieger, focuses on real-life conjoined twins Daisy and Violet Hilton, performers in the middle part of the 20th century. Side Show dramatizes the Hilton's rise to fame. Russell and Krieger's presumed objective with Side Show is to represent Daisy and Violet as individuals, which they succeed at doing. However, Russell and Krieger specify that the performers playing Daisy and Violet be separated. Therefore, Side Show's conjoined twins are not connected during the performance, taking away part of what made Daisy and Violet unique individuals. I begin with a brief overview of the historical Hilton sisters, then evaluating how Side Show succeeds and fails to valorize the Hilton twins. I conclude with a different way of performing the text than by following the specifications in the script, thereby offering a new mode to represent the “freaks” in Side Show.

Committee: Jonathan Chambers (Advisor) Subjects: Theater