An approximate timeline of activities for completing the program in five years or six years is provided below: Full course load and practicum Autumn, Winter, and Spring quarters Defend completed master's thesis by February 1 Take Comprehensive Exams in Spring Graduate assistantship responsibilities Complete all coursework and any incompletes by end of Spring quarter Begin development of dissertation research project as soon as master's thesis completed Begin teaching seminar sequence if planning to teach Take History and Systems Year 4 in the Program: Practicum Autumn, Winter, and Spring Quarters Defend dissertation proposal provided Comprehensive Exams successfully passed at least 2 weeks before internship applications due in order for DCT to write a letter of readiness for internship applications Conduct dissertation research Teach undergraduate Psychology courses if interested in this experience Apply for internships for Year 5 provided dissertation proposal approved -- most applications due October-November; interviews typically occur in December to January Indicate preferences for internship according to APPIC schedule match day in February Defend completed dissertation before leaving on internship not required but highly recommended in order to finish program in five years Year 5 in the Program:
Pregnant women were recruited to complete an extended prenatal and brief postpartum survey. Participants responded to a number of questionnaire measures and provided details about their desired birth scenario, and were then asked postpartum about their delivery outcomes.
It was predicted that women with an internal locus of control would have greater satisfaction with their birth than women with an external locus of control, and that women whose birth plans were not adhered to would be less satis fied than the women whose birth plans were adhered to, but this effect would be greater in women with an external locus of control.
Significant differences were Thesis timeline psychology in expectations for childbirth between women who did and did not plan to write birth plans and between women who planned to have natural or medicated deliveries.
Postpartum analysis revealed a significant pattern between intended and actual birth mode. More data collection and analyses are necessary to further address the hypotheses of the study.
Orthorexia nervosa ON is not yet listed in the DSM-V as an eating disorder; however, there are a growing number of studies on this phenomenon. The current study uses the Eating Habits Questionnaire to examine the relationship between orthorexic tendencies, eating pathology, obsessive tendencies, and athletic status in a college sample.
Overall, women had higher orthorexic tendencies than men, and had more eating pathology based on EAT scores. Furthermore, weight-dependent sports had higher orthorexia scores on the EHQ than non-weight dependent sports.
There was also an interaction between gender and athletic status, with women in weight-dependent sports having the more orthorexic tendencies. When EHQ scores were dichotomized, those with high orthorexic tendencies in weight-dependent sports had more eat ing pathologies based on EAT scores.
The EHQ was found to be a highly reliable measure and factors underlying the EHQ construct showed a very similar pattern in subscales Knowledge, Problems and Feelings as those reported by Gleaves, Graham and Ambwani Some limitations included a homogeneous sample, response biases, possible type I error and ambiguity surrounding the definition of weight-dependent sports.
Future research should focus further on psychometric testing for the EHQ, and using the measure with different SES groups, age groups and nationalities. People with higher levels of testosterone make more utilitarian decisions, but the reason for this pattern is unclear.
Our study sought to understand the relationship between testosterone and moral-reasoning styles, hypothesizing that cognitive or affective empathy mediated the relationship between the two. Salivary testosterone was quantified in a sample of 38 undergraduate men and processed using enzyme-linked immunosorbent assay.
These concentrations were compared to verbal reasoning ability and scores of behavioral emotional recognition tasks, moral reasoning dilemmas, and a questionnaire of cognitive and affective empathy.
Results displayed a significant negative correlation between reaction time to identify negative facial expressions anger, fear, and disgust and testosterone level. Post hoc analysis revealed that the mean testosterone concentrations for participants sampled by a female researcher were significantly higher than for those sampled by a male researcher.
Correlational analysis indicated that the relationship between facial recognition reaction time and testosterone concentration was unaffected by the sex of the researcher.
Our discussion considers the reasons behind our null findings in regards to moral reasoning. Additionally, we include an evolutionary explanation for the facial recognition data and discuss the significant, but understudied, effect of female presence on male testosterone level.
Mary Deneen Four-Dot Object Substitution Masking and Depth of Processing of Masked Words Four-dot object substitution masking is a type of visual masking where a target object is briefly displayed while surrounded by four small dots.
When the dots remain on the screen, participants often see a blank space within the dots. The current study looks to see if unconsciously processed target words affect reaction times and how deeply these words are processed in the brain.
Participants were asked to identify the color of the dots as quickly as possible, and to identify whether or not there was a word present.
There were forty-seven participants in this study, all of whom were Bates College undergraduates. The results found that participants were slower on congruent than incongruent trials when they missed the target word, suggesting lexical processing in the brain and implications of the negative compatibility effect.
The author predicted that participants would process own-race faces holistically and other-race faces featurally. In study one, 48 Caucasian participants completed a change localization versus detection task with Caucasian and African American faces.
The results showed that participants exhibited stronger holistic processing for own-race faces than other-race faces, but no differences in featural processing.
After changing the methodology, no differences were found in holistic or featural processing between same and other-race faces. Altogether, two studies provide ambiguous results as to the reasons behind the other-race effect.
However, these results do suggest significant improvements for future research on the other-race effect that would potentially mend the inconsistencies found in previous research.Sample Dissertation Timeline Office of Graduate Studies Thesis and Dissertation Formatting Office 1 of 1 A SAMPLE TIMELINE FOR COMPLETING A DISSERTATION* During Course Work Semester 1 Semester 2 Semester 3 Semester 4 Become acquainted with library and librarian X.
Department of Psychology Suggested Thesis timeline and Thesis Project and Manuscript Requirement The thesis is the culminating activity where you bring together all the knowledge that you have learned in your graduate program. Students interested in pursuing a Thesis or Honors Thesis should begin participating in research (Psychology ) no later than their sophomore year.
Students should secure a Faculty Thesis Advisor by fall semester of the junior year (typically this will be a . Thesis Option Timeline. May | June | July | August Week 1: Form thesis vetconnexx.com potential subjects.
Week 2: Have an idea of plan B in case subject pool is unavailable to you. School of Psychology W. University Blvd. Melbourne, FL [email protected] Department of Psychology Suggested Thesis timeline and Thesis Project and Manuscript Requirement The thesis is the culminating activity where you bring together all the knowledge that you have learned in your graduate program.
Thesis Abstracts As is true for most majors at Bates, all psychology seniors must complete a senior thesis. This archive lists the name, title and a brief summary (abstract) of the projects of select seniors.