Master of Arts, The Ohio State University, 2017, Psychology

It is common for people to hold attitudes toward various objects. However, some people are more likely to engage in evaluation than others. This is assessed with the need to evaluate scale (NE; Jarvis & Petty, 1996). Research examining the motivational bases served by the NE scale is rare. One exception is Wright's (2014) dissertation which developing the two NE sub-scales (i.e. NE-expressing and NE-learning). These two NE sub-scales tap into the underlying motivational bases of the overall need to evaluate. The NE-expressing sub-scales taps most clearly into the value-expressive function of attitudes and the NE-learning sub-scales taps most clearly into the knowledge function. The goal of the current research is to explore people's need to evaluate further by providing evidence for differential predictive abilities of the two NE sub-scales. In Study 1, the ability of the scales to predict whether people prefer actions that are linked to their sub-scale scores over actions that are not was investigated. More specifically, we examined people's preference for different roles in an impending group discussion. The results showed that people who were higher on NE-expressing showed a higher preference for expressor role categories whereas people who were higher on NE-learning preferred learner roles more. In Studies 2 and 3, the link between the two sub-scales and the classic persuasion role-playing paradigm was examined. In this paradigm, people are assigned the role of generating arguments on a topic or receiving arguments generated by others. Two possible outcomes were explored. The matching hypothesis holds that as people's NE-expressing scores increase, they would prefer situations that allow them to express themselves, so would be more influenced when asked to generate persuasive messages than receive them. The opposite would hold as people's NE-learning scores increase. The mismatching hypothesis holds that as the NE-expressing scores increase, the opport (open full item for complete abstract)

Committee: Richard Petty (Advisor); Duane Wegener (Committee Member); Russell Fazio (Committee Member) Subjects: Psychology

Ph.D., Antioch University, 2016, Leadership and Change

Leadership scholar-practitioners must create a more sustainable, diverse, and equitable future, fostering emergence and development of resilient, competent leaders, including those who may have been previously overlooked. Leadership studies, particularly those situated in early trait and behavior paradigms, have long privileged extraverted leaders as ideal. The scholarly conversation is limited on introverted leaders; moreover, most of that literature depicts introversion as either a pathological construct associated with shyness and social anxiety, or includes introversion only by omission, as a state of deficit-of-extraversion. This study instead began with positive inquiry, framing introversion as a positive individual difference, and explored the lived experiences of introverted leaders. This research coalesced perspectives from positive psychology, positive identity at work, and positive organizational scholarship to inquire into introversion as a positive leadership construct. In this constructivist grounded theory study, leaders who identified as introverts and who reported introversion typology on the Myers Briggs Type Indicator (MBTI®) were asked to reflect on their experiences of introversion, leadership identity development, and professional and personal pursuits. From the amassed data emerged three theoretical propositions. First, enacting leadership has significant costs for an introverted leader's energy and identity. Second, an introverted leader must adopt a conscious learning orientation to leadership development, including experimentation with possible leader identities. Third, effective introverted leadership is dependent on understanding the powerful intersectionality of introversion, relationship, and identity. This dissertation is available in open access at AURA, http://aura.antioch.edu/ and OhioLink ETD Center, https://etd.ohiolink.edu/etd

Committee: Elizabeth Holloway PhD (Committee Chair); Laura Morgan Roberts PhD (Committee Member); Harriet Schwartz PhD (Committee Member); Sandie Turner PhD (Other) Subjects: Higher Education Administration; Organization Theory; Organizational Behavior; Personality; Personality Psychology; Social Research

Master of Arts, Miami University, 2016, Psychology

Previous studies on human cognition show that people with different cultural backgrounds may differ in various ways. However, there are other unexplored possibilities for cultural differences including degree of handedness thought to reflect hemispheric coordination, reliance on verbal versus visual representation in problem solving, and working memory capacity both spatial and operational. We assessed each of these using the Edinburgh scale, a validated scale of style of processing, and two automatic working memory span tasks. Participants were either native Chinese students (who spoke Mandarin) or American students. Data were analyzed using a 2 culture group x 2 gender MANOVA. Culture impacted the set of measures (p < .05) but gender did not (p = .07) and these factors did not interact (p = .23). We also examined the pattern of correlations among the measures across the two groups and found differences due to cultural group as well. For example, visual scores from style of processing scale correlated with both working memory span tasks in the Western group but do not correlate with either in the Chinese group. A followed exploratory factor analysis also showed different latent variable patterns in the two cultural groups.

Committee: Robin Thomas (Advisor); Vrinda Kalia (Committee Member); Peter Wessels (Committee Member) Subjects: Cognitive Psychology; Psychology

Master of Arts, University of Toledo, 2012, Psychology

In research dealing with hindsight bias, there are still controversies regarding why hindsight bias occurs. This could be partly because the hindsight bias that a person experiences, might differ depending on what method has been used to assess it. In some situations, for example, if we use what has been called the hypothetical design, we find greater hindsight bias than if we use a memory design to assess hindsight bias. One way to understand to explain why one design shows more bias than the other in some situations is to use individual difference variables such as strength of handedness. Previous studies show that mixed (or inconsistent) handers show more anchoring than strong (or consistent) handers and that mixed handers have a better episodic memory as compared to strong handers. Interestingly, these differences related to the underlying processes of the two different hindsight bias designs. Our results show that for the hypothetical design, where participants do not have a previous response with which to compare, participants tend to anchor to the given feedback when feedback is available. In the memory design, where participants have to compare their present response with their past response, episodic memory plays a major role in such situations. In the present study we found that in hypothetical design mixed handers showed greater hindsight bias as compared to strong handers, whereas in memory design strong handers showed greater bias as compared to mixed handers. Thus our present study concludes that underlying mechanism of hindsight bias differs depending on what design has been used. Strength of handedness helps to understand the underlying mechanisms for occurrence of such differences and it could be a useful tool to predict in what situations the memory design would exhibit greater hindsight bias and in what situation the hypothetical design would show greater hindsight bias

Committee: John Jasper PhD (Advisor); John Jasper PhD (Committee Chair); Christman Stephen PhD (Committee Member); Rose Jason PhD (Other) Subjects: Psychology

Doctor of Philosophy, Case Western Reserve University, 1993, Psychology

Mechanisms related to the recency effect were explored using individual difference and correlational approaches. Confirmatory analyses and analyses on response patterns indicated a dichotomy of the recency portion and pre-recency portion of memory processing in the probe memory task. Such a dichotomy was complicated by a sequential dependence among listed words in the standard free recall task, but response patterns and tests of simplex models again disclosed this dichotomous nature. The free recall task with continuous distracor activities between items, on the other hand, was unitary, and showed no sign of a separation between the recency portion and the pre-recency portion. Covariances between variables in both free recall tasks suggested that the long-term recency portion was less related to standard recency variables than to the pre-recency part of performances. The lack of relationship between the long-term recency effect and the standard recency effect indicated a disparity between them. The theoretical implication of the findings was discussed.

Committee: Douglas Detterman (Advisor) Subjects: Psychology, Experimental