Doctor of Philosophy, The Ohio State University, 2023, Slavic, East European and Eurasian Studies

“How can teachers help students improve their second language (L2) speaking accuracy?” This is a question that most L2 educators ask themselves every day. Although L2 writing is a popular topic among Second Language Acquisition (SLA) researchers, the consideration that L2 writing has the potential to act as a scaffold for L2 speaking accuracy has often been overlooked. This research attempts to draw SLA researchers' attention to the untapped potential that L2 writing has on improving L2 speaking accuracy. This research provides empirical evidence that L2 writing have a great potential to improve accuracy of L2 oral discourse. Twenty-three Novice, twenty-one Intermediate, and twenty Advanced university students of Russian participated in the study. They completed a text reconstruction task by working with the original text to 'notice the gap' using both written and spoken modes of recall. Both written and spoken forms of recall provided sufficient opportunity for improving semantic accuracy and produced textual complexity, and for acquiring new vocabulary with all three levels of learners. However, only the Novice, Intermediate, and Advanced learners working with the texts in writing showed improvement in their speaking accuracy. These findings can be considered the first step in drawing scholars' attention to the benefits of utilizing L2 writing to improve L2 speaking accuracy that have often been overlooked. This research also bridges the gap in our understanding of written and spoken recall of texts written in L2. The relationship between written and spoken recall has primarily been analyzed with English-speaking monolinguals. It has been reported that written recall provides semantically more accurate responses than spoken recall due to the higher cognitive load and attention required to produce a text. The pilot study described in this dissertation examined the written and spoken text recall relationship in L2 learners of Russian, and analyzed how individual w (open full item for complete abstract)

Committee: Ludmila Isurin (Advisor); Mineharu Nakayama (Committee Member); Wynne Wong (Committee Member) Subjects: Foreign Language; Language; Linguistics; Slavic Studies

MFA, Kent State University, 2017, College of the Arts / School of Art

NOISE OF EYELIDS: THE PRESENCE OF ABSENCE The noise of eyelids is not silent. The opening and closing is a strike upon the plane of perception, as if it were an ocular frieze of the present tense. It is the residue of what one experiences, whether implied or actualized, an emotionally charged layer of response and retention. I combine phenomenology, the concept of subjective interpretation of an event, with visual marks of how dreams and images of loss can be iterated and inferred. These are my visual expressions of personal loss and the emotional residue that offer oneiric and meditative openings in the sepulchral landscape. The past tense can be ritualized, but in my explorations, I hope the viewer can share with me the idea of contextualizing that which is absent, yet present and itinerant in frequenting all of one's senses. I have utilized two processes in my thesis work, photograms and fumage. Photograms are a photographic technique in which one uses light to directly transfer an image onto light sensitive paper, eliminating the camera and negative. The three-dimensionality of the subject matter is captured onto the paper and is then developed. I used my hair as a subject, which I manipulated by gestural movements. I chose to use my hair, because of the implications and significance hair has in our culture: the lioness full with fringe, the loss with illness, age and genetics, a keepsake of babies and loved ones. The second process I used is fumage, a technique developed by the Surrealists in 1936. By holding a sheet of paper above an open candle flame, one can catch layers of carbon, which is sensitive and vulnerable on cold press paper. I can then blow away the carbon and continue to manipulate the surface with erasure and additional marks. These layers of soot are indicative of how I experience loss as a landscape in which I visit to interpret emotions. Valerie Buynak M.F.A. Thesis Exhibition Center for Visual Arts, Kent State University, March 2 (open full item for complete abstract)

Committee: Gianna Commito (Committee Chair); Darice Polo (Committee Co-Chair); Martin Ball (Committee Co-Chair); John-Michael Warner (Advisor) Subjects: Art Criticism

Master of Arts, The Ohio State University, 1979, Psychology

Committee: Delos Wickens (Advisor) Subjects:

Doctor of Philosophy, The Ohio State University, 2002, Psychology

The intuitive prosecutor metaphor of human judgment is a recent development within causal attribution research. The history of causal attribution is briefly reviewed, with an emphasis on explanations of attributional biases. The evolution of such explanations is traced through a purely-cognitive phase to the more modern acceptance of motivational explanations for attributional biases. Two examples are offered of how a motivational explanatory framework of attributional biases can account for broad patterns of information processing biases. The intuitive prosecutor metaphor is presented as a parallel explanatory framework for interpreting attributional biases, whose motivation is based on a threat to social order. The potential implications for person memory are discussed, and three hypotheses are developed: That intuitive prosecutors recall norm-violating information more consistently than non-intuitive prosecutors (H1); that this differential recall may be based on differential (biased) encoding of behavioral information (H2); and that this differential recall may also be based on biased retrieval of information from memory rather than the result of a reporting bias (H3). A first experiment is conducted to test the basic recall hypothesis (H1). A second experiment is conducted that employs accountability in order to test the second and third hypotheses.

Committee: Marilynn Brewer (Advisor) Subjects:

Master of Arts in Psychology, Cleveland State University, 2025, College of Arts and Sciences

While previous research has been conducted on the connection between profanity and physical pain, few studies have looked at how profanity impacts emotional pain, such as anger or social distress. In the present study, I expanded upon this limited area of the literature to determine whether profanity could serve as an effective method of emotion regulation in the context of anxiety. Participants were randomly assigned to a happy, anxious, or neutral condition, in which their moods were induced through an Autobiographical Emotional Memory Task and a musical mood induction procedure. Following the mood induction, participants were asked to say swear words, say neutral words, or press a spacebar for two minutes. Finally, participants completed a lexical decision task with emotional words and nonwords, a word recall task based on the lexical decision task, a survey on profanity, and direct measures of mood. I hypothesized that participants in the anxious condition who used swear words would no longer be primed to focus on the negative words, responding more slowly and less accurately to negative words in the lexical decision task, as well as recall fewer negative words, compared to participants in the neutral word and no speech conditions, indicating a reduction in anxiety. The results demonstrated a significant impact of mood induction and emotion regulation on reaction time, as well as word type on reaction time and accuracy. Participants in the Happy and Anxious Mood conditions and the Swear Words conditions reacted significantly faster to emotional words, both positive and negative, compared to neutral words, suggesting an overall emotional prime. Participants responded significantly faster to emotional words overall and were significantly more accurate at classifying positive words. Additional research could include an examination into personal profanity habits, demographic influences, and other negative emotional states beyond anxiety.

Committee: Conor McLennan (Advisor); Eric Allard (Committee Member); Ilya Yaroslavsky (Committee Member); Maria Rowlett (Committee Member) Subjects: Experimental Psychology; Language; Psychology

Master of Arts, The Ohio State University, 2006, Graduate School

Committee: Not Provided (Other) Subjects:

PHD, Kent State University, 2024, College of Arts and Sciences / Department of Psychological Sciences

Both multiple-choice (MC) and cued-recall (CR) practice questions are beneficial for learning, but how do students choose to use each format of practice question? Will students' learning choices indicate they believe each format has non-redundant utility? Across three experiments, I proposed and evaluated two hypotheses regarding how students might regulate their use of MC and CR practice questions when they have access to both formats for the same material. Briefly, students might think the two formats are redundant, think the two formats are non-redundant in that both are uniquely beneficial, or think the two formats are non-redundant but that one is better than the other. To assess support for these hypotheses, some student participants had access to both MC and CR optional practice questions and could complete either or both formats as many times as they wanted. I found support for the non-redundant utility hypothesis. Specifically, most participants preferred completing MC questions and used only this format until they got each question correct about one time. However, about one-third of participants used both MC and CR questions for most material, and continued practice until they got each question correct more than one time with each format. In Experiment 3, I found that participants' learning plans indicated they entered the learning task with pre-existing beliefs about the differences in utility of each format of practice question. Thus, participants' learning choices and learning plans indicated that participants believe multiple-choice and cued-recall practice questions have unique utility and provided support for the non-redundant utility hypothesis.

Committee: Katherine Rawson (Committee Chair); Clarissa Thompson (Committee Co-Chair); John Dunlosky (Committee Member); Jeffrey Ciesla (Committee Member); Bradley Morris (Committee Member) Subjects: Psychology

Master of Education (MEd), Bowling Green State University, 2024, Human Movement, Sport and Leisure Studies /Sport Administration

Brand recall is a significant indicator used to evaluate the effectiveness of sponsorships because it pertains to individuals' capacity to remember and establish a connection between sponsors' brands and the sports program. This study explores the value of sponsorship through brand recall, focusing on Bowling Green State University (BGSU) Athletics. This research examines the relationship between fan involvement, brand recall, and purchase intentions. The objectives were to analyze how fan involvement with BGSU Athletics influences attitudes toward the program and sponsors, to assess if a positive attitude toward sponsors influences purchase intentions, and to investigate the influence of fan involvement on brand recall of sponsors. A quantitative research design was employed, utilizing a structured questionnaire to collect data from 249 participants who were BGSU athletics fans and attendees of various sporting events. The data analysis was conducted using bivariate correlation and multivariate analysis through IBM SPSS. Pie charts and bar charts were used to display the descriptive statistics. The findings revealed a positive relationship between the extent of fan involvement in BGSU Athletics and attitude towards sponsors. Additionally, the study found that a positive attitude towards sponsors among BGSU Athletics fans significantly influences their purchase intentions. However, a negative relationship was observed between fan involvement and brand recall of sponsors, suggesting that highly involved fans may focus more on the event itself rather than sponsors advertisements. These results contribute to the understanding of sponsorship dynamics in collegiate athletics and provide practical insights for stakeholders aiming to enhance the value of sponsorship investments

Committee: Ray Schneider (Committee Member); Sungho Cho (Committee Chair) Subjects: Sports Management

Doctor of Philosophy (PhD), Wright State University, 2023, Human Factors and Industrial/Organizational Psychology PhD

Instead of characterizing transfer from short-term memory to long-term memory as the relocation of information from one structural system to another, I propose a theory that conceives of transfer as the learning processes that act on and transform the representations of the information itself. Dynamic Associative Memory posits that recently encoded memories are supported by active maintenance and the relevance of the current context. Over time, the current context becomes less relevant; therefore, the brain must learn contextually invariant associations between memories so that they may support themselves. I instantiated my theory in the ACT-R cognitive architecture and created a new module to automate and fully integrate attentional refreshing into the architecture. The DAM module extends ACT-R's spreading activation to allow activation to be shared among related items in declarative memory. It implements a novel associative learning process based on causal inference that stochastically generates new memory traces for associations between items proportionate to the causal power of one item to predict the other. I also developed another module to provide ACT-R models with a principled method for updating temporal context, and I proposed similarity functions for quantifying the contextually invariant relatedness of hierarchical relationships and the contextually mediated relatedness of features. I ran three simulation studies, systematically manipulating cognitive load, encoding instructions, and the repetition and semantic content of the to-be-remembered items, to investigate the fitness and predictions of the new model. Recall of elaborated words was better than unelaborated words, which were recalled better than non-words. Recall of lists composed of items with less semantic content benefited more from repetition. The model failed to reproduce the benchmark cognitive load effect in immediate recall, but the effect returned in delayed recall, suggesting that (open full item for complete abstract)

Committee: Ion Juvina Ph.D. (Committee Chair); Joseph Houpt Ph.D. (Committee Member); Glenn Gunzelmann Ph.D. (Committee Member); Valerie Shalin Ph.D. (Committee Member); Herbert Colle Ph.D. (Committee Member) Subjects: Cognitive Psychology

Doctor of Philosophy, The Ohio State University, 2023, Statistics

Imbalanced data, also known as class imbalance, commonly occurs in many scientific and engineering applications. In many real-world datasets, there is a severe imbalance between the number of examples from different classes, with some classes being dominated by the others. When a severe class imbalance is present, standard evaluation metrics such as misclassification error rate could be inapproriate. This is because classifiers with low misclassification error rates may generalize poorly for examples in the rare classes, which can be a serious issue when performance on the rare classes is critical. Considering the limitations of using misclassification error rate, various alternative evaluation metrics have been proposed for class imbalance problems. These metrics include statistical measures like false positive rate, true positive rate, recall, precision, as well as actual business metrics. While these metrics are widely used in practice, it remains unclear which method performs best for each of these imbalanced data classification metrics. This forms the central focus of this dissertation. In this dissertation, we first investigate the problem of optimizing the false positive and true positive rates in a binary classification setting with possible model misspecification. To this end, we introduce a general notion of optimal Receiver Operating Characteristic (ROC) curve over an arbitrary model space and argue that it should be the theoretical target of any method. We then compare three commonly used methods at the population level in terms of their consistency in estimating the optimal ROC curve under correct model specification and model mis-specification. Based on our analysis, all three methods are consistent when the surrogate loss function satisfies certain conditions and the given model space includes all measurable classifiers. When the model space is incorrectly specified, however, we show that only one (open full item for complete abstract)

Committee: Yunzhang Zhu (Advisor); Lo-Bin Chang (Committee Member); Yoonkyung Lee (Committee Member) Subjects: Statistics

MS, University of Cincinnati, 2023, Allied Health Sciences: Nutrition

Background/Purpose: Food purchasing data may be an important assessment tool to identify healthful and problematic eating behaviors. Associations between food purchasing data and dietary intake to evaluate diet quality haven't been rigorously assessed. This study examined concordance between electronic food purchasing data and dietary intake collected from primary household food shoppers (n=20) of a major Midwest supermarket chain for measures of dietary quality. Methods: Food purchasing data were retrieved from participants' supermarket loyalty card for a 2-week shopping period. Dietary intake data were collected over the same 2-week period for 3 non-consecutive days. Data were analyzed for dietary quality (DASH score) and food serving/nutrient densities and compared for concordance, degree of difference, and moderators of difference between measures. Results: Concordance between food purchasing and dietary intake data for DASH score was poor (pc<0.2) for most food/nutrient densities, with low concordance for nuts (pc=.26) and meat (pc=.21). Dairy showed moderate agreement between measures (pc=0.52). Paired t-test showed significant differences between measures for added sugar (p=<0.001), meats (p=<0.001) and carbohydrates (p=0.001). BMI was a significant negative moderator of differences between measures for added sugar and sweets (p = 0.05 and p = 0.04, respectively). Conclusion: These data suggest that electronic food purchasing data collected from a supermarket loyalty card may not be a useful tool for characterizing the quality of overall dietary intake. Further research with a larger sample and inclusion of food purchasing data from restaurants and other sources is warranted to confirm these findings.

Committee: Seung-Yeon Lee Ph.D. (Committee Member); Sarah Couch Ph.D. (Committee Member) Subjects: Nutrition

Master of Science, The Ohio State University, 2021, Dentistry

Introduction: The purpose of this study was to determine if written rehearsal of informed consent improved six-months recall and comprehension compared to the current best practices. Methods: A consultation was provided and subjects read the modified informed consent. They were randomized to Group A (received the core and up to four custom elements of treatment, wrote what each image displayed) or Group B (presentation of the 18 elements with core elements chunked at the end followed by up to four custom elements). Interviews recording recall/comprehension occurred immediately and six months later. Results: Overall, no significant differences in baseline or 6-month follow-up scores were found between groups. Initially, Group A outperformed Group B in some core domains. There were no significant differences between groups in the change of scores from initial to recall. Follow-up scores were significantly lower than baseline scores (p<0.05). Higher initial scores were associated with larger drops at follow-up. A decrease in knowledge >20% was common. Conclusions: Overall the methods are comparable at baseline and 6-months. Initial content retention was roughly 2/3, with 6-9% deterioration. For areas of treatment methods, risk, discomfort, and resorption at 6-months, the current processes fail the patient and leave the practitioner vulnerable to risk management issues. Results support the rehearsal method with immediate feedback for misunderstandings as the preferred method for informed consent.

Committee: Henry Fields (Advisor); Allen Firestone (Committee Member); Fonda Robinson (Committee Member); Ai Ni (Committee Member) Subjects: Dental Care; Dentistry; Ethics

Master of Science in Industrial and Human Factors Engineering (MSIHE) , Wright State University, 2020, Industrial and Human Factors Engineering

Emergency Medical Service (EMS) providers are the first responders for an injured patient on the field. Their assessment of patient injuries and determination of an appropriate hospital play a critical role in patient outcomes. A majority of states in the US have established a state-level governing body (e.g., EMS Division) that is responsible for developing and maintaining a robust EMS system throughout the state. Such divisions develop standards, accredit EMS agencies, oversee the trauma system, and support new initiatives through grants and training. But to do so, these divisions require data to enable them to first understand the similarities between existing EMS agencies in the state in terms of their resources and activities. Benchmarking them against similar peer groups could then reveal best practices among top performers in terms of patient outcomes. While limited qualitative data exists in the literature based on surveys of EMS personnel related to their working environment, training, and stress, what is lacking is a quantitative approach that can help compare and contrast EMS agencies across a comprehensive set of factors and enable benchmarking. Our study fills this gap by proposing a data-driven approach to cluster EMS agencies (by county level) and subsequently benchmark them against their peers using two patient safety performance measures, under-triage (UT) and over-triage (OT). The study was conducted in three phases: data collection, clustering, and benchmarking. We first obtained data related to the trauma-specific capabilities, volume, and Performance Improvement activities. This data was collected by our collaborating team of health services researchers through a survey of over 300 EMS agencies in the state of OH. To estimate UT and OT, we used 6,002 de-identified patient records from 2012 made available by the state of Ohio's EMS Division. All the data was aggregated at county level. We then used several clustering methods to group counties us (open full item for complete abstract)

Committee: Pratik J. Parikh Ph.D. (Advisor); Subhashini Ganapathy Ph.D. (Committee Member); Corrine Mowrey Ph.D. (Committee Member) Subjects: Computer Science; Industrial Engineering; Statistics

MA, Kent State University, 2018, College of Arts and Sciences / Department of Psychological Sciences

Why does making judgments of learning (JOLs) influence subsequent memory, and when learners make JOLs for some items but not others, how is recall performance affected? To answer these questions, participants studied related and unrelated word pairs and made JOLs for half. Pair type was either randomly intermixed within a list (Experiment 1) or blocked (Experiment 2). I evaluated two hypotheses. The changed-goal hypothesis, proposed by Mitchum, Kelley, and Fox (J Exp Psychol Gen, 2016), states that making JOLs leads learners to notice differences in item difficulty and allocate more resources to learning easier pairs, ultimately leading to higher recall for easier (i.e., related) pairs and impaired recall for more difficult (i.e., unrelated) pairs. In contrast, the positive-reactivity hypothesis predicts increased recall performance for both related and unrelated pairs. As predicted by the positive-reactivity hypothesis, recall performance was higher for pairs that were judged versus not judged on both a mixed and blocked list of related and unrelated pairs. In Experiment 3, I evaluated one proximal mechanism for increased performance for judged pairs: The use of more effective encoding strategies during acquisition. Making JOLs did not influence strategy use, which suggests that the benefit of making JOLs on memory performance results from increased attention. These and other findings converge to support the claim that the requirement to monitor learning benefits memory.

Committee: John Dunlosky (Advisor); Maria Zaragoza (Committee Member); Katherine Rawson (Committee Member); William Lechner (Committee Member) Subjects: Cognitive Psychology; Psychology

Ph.D., Antioch University, 2018, Leadership and Change

Educational researchers have conducted very few studies on the subjective experiences of both trained and self-taught auto mechanics (Barber, 2003, 2004; Nelsen, 1997, 2010). Further, no present studies explore the subjective experience of the automotive instructor as he or she experiences uncertainty in the automotive lab. This study addresses a gap in the current literature on career/technical instructor development. For this study, data were gathered by video recording automotive laboratory activities at three Midwestern automotive programs. Interpersonal Process Recall (IPR) interviews were conducted with automotive instructors as they observed themselves navigating the lab environment. Data from the IPR interviews were analyzed using emergent thematic analysis. The research revealed that most instructors in this study were aware, after reflection, of the reasoning behind many of the intuitive and improvisational behaviors, and had an awareness of the nuances of skill assessment the importance of modeling behavior. This study also identified transfer of artistry as a concept of advanced skill attainment in automotive subjects. Transfer of artistry is the result of an instructor's ability to manage several paradigms of the laboratory experience at once, to create the appropriate conditions for a student to develop the cognitive, spatial, and tactile skills necessary for performing advanced automotive diagnostics and repair. This dissertation is available in open access at AURA: Antioch University Repository and Archive, http://aura.antioch.edu/ and OhioLINK ETD Center, https://etd.ohiolink.edu/

Committee: Jon Wergin PhD (Committee Chair); Elizabeth Holloway PhD (Committee Member); Stephanie Davis PhD (Committee Member) Subjects: Community College Education; Education; Vocational Education

Doctor of Philosophy, University of Toledo, 2017, Foundations of Education: Philosophy of Education

The focus of this dissertation is to explore the knowledge that nursing education students access and use during a high fidelity patient simulator experience. Thirty-six nursing students, in groups, participated in a high fidelity patient simulation followed by a stimulated recall procedure wherein students viewed a video recording of themselves and when asked at five different times “What were you thinking at that moment” typed their responses on a computer. The purpose was to determine the explicit knowledge (EK) and tacit knowledge (TK) activated during five events. Results indicated that certain events activated EK, some TK, some both. Activated knowledge was often insufficient to carry out relevant procedures. Results also suggested that opportunities to activate TK created cognitive load issues for the students. Moreover, knowledge activated varied considerably depending on what students were doing during the simulation. In addition, the innovated stimulated recall procedure worked very well.

Committee: Thomas Dunn PhD (Advisor); Mary Ellen Edwards PhD (Committee Member); Martha Sexton PhD (Committee Member); Constance Shriner PhD (Committee Member) Subjects: Educational Psychology

Master of Arts, The Ohio State University, 2016, Communication

Despite their financial power, screen adaptations (i.e., text narratives that are adapted into audio-visual narratives) are vastly under-investigated in the social sciences. Those few studies that have looked at screen adaptations have not investigated the impact that narrative differences between the media have on various outcomes. The purpose of this study is to look at the effect of screen adaptation and the effects that narrative differences have on various outcome measures. How repeated exposure to the same narrative in different mediums and how narrative differences impact transportation, identification, enjoyment, and recall was investigated. It was predicted that transportation, identification, and enjoyment would all be higher after the second exposure, regardless of medium and differences. It was asked whether one medium would lead to higher levels of identification over the other. It was also predicted that higher enjoyment would predict the desire to finish the narrative. Independent variables impacting recall were explored. A two-by-two experimental design (text then film, film then text, same, different) was utilized, where participants either first saw the video or read the text and then encountered the other and were either exposed to the text that was the same as the video or a text that contained key textual differences. A total of 105 undergraduate students participated in the study. Results indicate that while transportation was significantly higher after the second exposure, identification and enjoyment did not differ between the first and second exposures. Neither medium lead to higher levels of identification. Enjoyment positively predicted the desire to finish the narrative. Results also indicate that recalling the video version lead to participants more often correctly mentioning narrative details as compared to those asked to recall the text. Findings, theoretical contributions, and future research are discussed.

Committee: Emily Moyer-Guse Ph.D. (Advisor); David Ewoldsen Ph.D. (Committee Member) Subjects: Communication

Master of Fine Arts, The Ohio State University, 2014, Art

We are afraid to forget and to be forgotten: we collect, catalog and archive so that we may know what came before and that we might be remembered. Our lives are built on this premise; whether for show or for sentiment, much can be said about the things we keep. We don't save unwanted things. We rid our homes of the old, the used, the unnecessary. We bury our embarrassments. Memory is slippery, unstable and fragile, while these objects of our disregard are concrete presences. My work invests attention in life's cast-offs. I am interested in the relation between these physical things, the social and personal memories they contain, the words we use to name them and the snapshots that serve as their record. My material is found in these images, descriptions, and display. And in them is the recall of our lives.

Committee: Aspen Mays (Advisor); Jessica Mallios (Committee Member); Rebecca Harvey (Committee Member) Subjects: Fine Arts

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2014, Psychology/Experimental

In two experiments on incidental learning in memory, survival processing of highly related information (i.e., DRM lists) was compared to two contextually rich encoding scenarios that were equated on several important characteristics and to a pleasantness processing task. Free recall and recognition memory were measured. Results from Experiment 1 indicated that the survival processing effect on true recall existed but was driven by congruity effects. However, a planning effect on false recall existed. That is, the three planning processing tasks produced greater false recall than the pleasantness processing task. The recall results of experiment 2 failed to replicate the recall results from Experiment 1. Regarding the recognition tasks, no survival processing effect in hit rate existed independent of congruity effect, but Experiment 2 demonstrated that hit rate was also affected by the relatedness of the information in the recognition environment. Experiment 2 replicated the planning effect on false alarm rate above the effect of congruity effect that was demonstrated in Experiment 1. The survival processing task did not produce a greater false alarm rate than other processing tasks in Experiment , but did in Experiment 2. Experiment 2 also demonstrated that false alarm rate was affected by the relatedness of the information in the recognition environment. A small survival processing effect on proportion of recognition items correctly categorized was found in Experiment 1, but failed to replicate in Experiment 2. Experiment 2 replicated the finding that when controlling for congruity effects, participants in all groups found it similarly difficult to discriminate between target and lure words on the recognition task. Further, Experiment 2 demonstrated that all groups found it more difficult to discriminate when lures were highly related versus moderately and unrelated. This was qualified by the congruity effect, as well. Both experiments demonstrated that all proces (open full item for complete abstract)

Committee: Richard Anderson PhD (Advisor); Cynthia Bertelsen PhD (Committee Member); Howard Casey Cromwell PhD (Committee Member); Harold Rosenberg PhD (Committee Member) Subjects: Cognitive Psychology; Psychology

Doctor of Philosophy (PhD), Ohio University, 2014, Clinical Psychology (Arts and Sciences)

Empathy has been one of the best and most consistent predictors of outcome in quantitative research. Yet a basic understanding of the definition and uses of this common therapeutic factor has been hindered by theoretical difficulties. This study aimed to reexamine existing theoretical considerations of empathy through a qualitative analysis of clients' phenomenological experience of empathy, the clients' understanding of the therapists' empathic communications, and the clients' understanding of the utility of empathy. Participants consisted of nine clients seeking individual psychotherapy at a training clinic for doctoral students in clinical psychology. Semi-structured video-assisted interpersonal process recall (IPR) interviews lasting approximately 120 minutes each, were used for data-collection. The video-replay of the respondents' latest therapy session during interviews facilitated access to the clients' thoughts and feelings experienced during the session without undue interference. Subsequent transcription of the interviews was further enhanced through a multi-channel video-recording of the interviews. Grounded theory was used for the analysis of the transcripts, and analysis was furthered by access to the video-recordings of the interviews by four co-researchers. The use of a problem formulation to guide the interviewer during interviews and initial exploration of respondents' definitions of empathy at the beginning of each interview, allowed the respondent and interviewer to quickly focus in on the subject matter under investigation while leaving the client free to explore their actual experiences as prompted by the video-replay of the sessions. An iterative process of interviewing and data-analysis as indicated by grounded coding led to a saturation point after the sixth interview, ending data-collection after three additional interviews. Final categories were contributed to by most participants, and contributions from all nine participants were u (open full item for complete abstract)

Committee: Timothy Anderson Ph.D. (Advisor); Ben Ogles Ph.D. (Committee Member); John Garske Ph.D. (Committee Member); Susan Young Ph.D. (Committee Member); Yegan Pillay Ph.D. (Committee Member) Subjects: Behavioral Sciences; Clinical Psychology; Counseling Psychology; Psychology; Psychotherapy