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Research Experience for Undergraduates (REU)
Site:
Translational Research in Psychological Sciences: Human Factors at Texas
Tech University |
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Projects |
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Examples
of Projects ·
Faculty
Mentor: Patricia R. DeLucia, PhD Professor, Department of
Psychological Sciences Example Project #1: Judgments of overtaking
during driving The objective of this project is to study the
information that drivers use when they decide to pass another vehicle. In
2012, these maneuvers accounted for 91,000 accidents in the United States, resulting
in 672 deaths and 19,000 injuries. Our prior research showed that during
overtaking, drivers were more likely to pass a lead vehicle when the oncoming
vehicle in the opposing lane was a motorcycle compared to a truck, suggesting
that decisions were based on the size of the vehicle. The current study aims
to measure the contribution of perceived harm from the oncoming vehicle,
which is correlated with the vehicle’s size. The study will use a
driving simulator. Results will have implications for transportation safety. Example Project #2: Effects of training on
judgments of collisions The objective of this project is to study the
effects of training on a driver’s ability to make judgments about collision.
Prior research showed that people can improve perceptual judgments. However,
such improvements were limited to basic stimuli and tasks and did not
generalize to non-trained tasks. Our prior research showed that, in contrast
to earlier studies of perceptual-motor skills, people who trained with occlusion
glasses (stroboscopic viewing) did not improve judgments of when an
approaching object with hit them. The current study aims to measure the
effects of a different training method-- attentional instructions and to
determine whether people can be taught to rely on the most effective visual
information. Results will have implications for transportation safety,
sports, and rehabilitation of the visually impaired. Example Project #3: Multisensory integration
of information in judgments of collision The objective of this project is to study how
people combine information from vision and hearing to make judgments about
collisions. A fundamental component of mobility is the ability to avoid
collisions with objects or people in the environment, for example, walking in
a shopping mall or crossing a street. These
abilities have been considered mostly visual and there are few studies of the
use of auditory information for collision avoidance, and even fewer on how auditory
and visual information are combined. The current study will use auditory and
visual simulations of approaching objects and measure the relative
contributions of vision and hearing to judgments of collisions. Results will
have implications for training and rehabilitation of people who have vision
loss and thus might compensate for this loss by relying more on hearing. ·
Faculty
Mentor: James Yang, PhD Associate Professor, Ed and Linda
Whitacre Faculty Fellow, Associate Chairman, Director of Undergraduate
Studies, Department of Mechanical Engineering Example Project #1: Understanding the insights of falls for the elderly
through biomechanics simulation model Falls are among the most serious problems
facing the elderly and the second leading cause of accidental death for 45-75
year old adults due to aging and environmental factors. Healthcare costs from falls in the elderly in the United States are
estimated to reach $32.4 billion per year by 2020. After a disabling fall
elderly individuals suffer loss of mobility and reduced quality of life, in
addition to burdensome healthcare costs. The objective of this project is to
investigate the insights of falls and cause and effects in the elderly
through musculoskeletal human simulation model, OpenSim
(developed by Stanford University). Example Project #2: Medical devices (exoskeletons, prostheses, and other
bio-robotics) design and analysis Medical devices such as
exoskeletons or prostheses are a hot research area around the world and have
applications in military, civil and medical applications for strength
enhancement or medical rehabilitation. The aim of this project is to design
an innovative device for medical rehabilitation applications, analyze the
design, and develop human-machine interface for humans to use. ·
Faculty
Mentor: Tyler Davis, PhD Assistant Director, Texas Tech Neuroimaging Institute, Assistant
Professor, Department of Psychological Sciences Example Project #1: Unsupervised learning during vigilant
performance and applications to homeland security The objective of this project is to study how people learn
patterns during contexts requiring sustained attention. Although many careers
require long periods of sustained attention, and extensive research has been
done examining how to improve sustained attention, little is known about how
and whether people in such careers are able to learn incidental patterns that
occur during periods of sustained attention. For example, expert baggage
screeners must pay strong attention to the content of bags as they pass on
the screen so they can detect weapons, but are they able to learn subtle
patterns about the sequences of bags and their contents that pass through the
screening? Noticing patterns, such as several suitcases in a row with the
exact same bottles of liquid in the same orientation, may be critical for
catching terrorist plots that are being carried out by a group of passengers.
Similarly, expert wire tappers may need to notice code words or phrases that
appear in patterns while attending to large volumes of auditory
information. In this study, we will examine the mechanisms associated
with learning incidental patterns during vigilant performance, and how
vigilant performance impacts generalizations people make about such patterns. Example Project #2: Cognitive influences on the perceived risk of
catching diseases from animals and implications for public health
communication The objective of this project is to study how people perceive
health risks associated with animal contact. Over half of novel emerging
diseases in the 20th century, including Ebola, HIV, and influenzas have come
from animal origins, yet little is known about how people judge risks
associated with drivers of such diseases. In this study we will examine cognitive
and personality-based influences on people's judgments of disease risk and
how to tailor communications about disease risk to improve decision
making. ·
Faculty
Member: Zachary P. Hohman, PhD Assistant Professor, Department of
Psychological Sciences Example Project #1: The physiological
effects of self-uncertainty Uncertainty identity theory (Hogg, 2007)
rests on the assumption that human beings strive to make sense of the
world and that feeling uncertain about one’s perceptions, attitudes, beliefs,
and feelings is highly aversive (Hogg, & Abrams, 1993; Hogg, 2007; Hogg
& Mullin, 1999). Previous research, however, has only measured the
aversive nature of self-uncertainty with self-reported discomfort. The
current study aims to measure this discomfort with precision above and beyond
what self-reports offer: through the use of psychophysiological methodology.
Students will learn how to measure participants’ heart rate, skin
conductance, and facial EMG in this study. Example Project #2: Hostile
Debates: Attitude Certainty and Aggression toward Opposers Previous research shows that feeling certain
about one’s attitude causes people to hold a competitive conflict style
during a debate (Rios, DeMarree, & Statzer, 2014). Does attitude certainty also cause
aggression toward those with opposing opinions? Students will design a Qualtrics experiment and collect data on Amazon
Mechanical Turk to investigate what attitude characteristics spark aggression
and hostility. ·
Faculty
Mentor: Keith S. Jones, PhD Associate Professor, Department of
Psychological Sciences Example Project #1: Perceiving an Autonomous Robot’s Affordances Example Project #2: ·
Faculty
mentor: Martina I. Klein, Ph.D Associate Professor of
Psychological Sciences Example Project #1: Perceptual-motor adaptation and mental
workload in the laparoscopic training environment Laparoscopic surgery, a minimally invasive
surgical approach, requires surgeons to view the target tissue on a monitor
via a camera (laparoscope) that is partially inserted into the patient.
Surgeons manipulate the target tissue using long, thin instruments that are
also partially inserted into the patient. Thus, the laparoscopic environment
poses perceptual-motor distortions for surgeons, including a disruption of the
hand-eye mapping. The aims of the present study are twofold. First, we want
to determine whether basic perceptual-motor adaptation theories generalize to
novices in the laparoscopic training environment. Second, we want to assess
the mental workload (attentional load) experienced by novices in the
laparoscopic environment. Example Project #2: Nature exposure and its impact on attention restoration Prior research has indicated that nature
interventions are effective for restoring our cognitive (i.e., attentional)
resources (see Kaplan, 1995). Such interventions are not limited to real
nature-immersions but are also effective when utilizing digital nature
pictures. However certain image characteristic might result in more
effective interventions. Thus, the goals of the present study are to (1)
determine image characteristics that result in more effective of digital
nature interventions and (2) to further identify the limitations of
such interventions (e.g., are digital nature interventions effective for individuals
with depressive symptomatology). ·
Faculty
Mentor: Michael J. Serra, PhD Associate Professor and Director
of Experimental Psychology Graduate Program, Department of Psychological
Sciences Example Project
#1. Factors affecting metacognitive judgment accuracy When we think about, monitor, or control our
cognitive processes, we are engaging in metacognition (“thinking about
thinking”). For example, a student studying for an upcoming exam must
accurately monitor their current state of learning for a variety of topics in
order to be able to effectively allocate their remaining study time to make
the biggest gains in learning. Unfortunately, students are often inaccurate
in evaluating their current state of learning, which leads to ineffective
study. One type of project I could oversee with my REU mentee would involve
identifying factors that produce inaccurate judgments in a given study
situation, or testing factors hypothesized to enhance judgment accuracy. Such
research can inform best practices for students studying for real-world
exams, and for teachers and instructors guiding their students on how best to
study and prepare for exams. Example Project
#2. Multimedia learning and dual-coding in memory One of the most consistent findings in cognitive
psychology is that people understand and remember new information better when
they encounter it in multiple modalities (e.g., visual plus verbal) rather
than one (i.e., visual only or verbal only). This finding underlies
dual-coding effects on memory as well as multimedia learning effects on the
retention and comprehension of text passages. Another type of project I could
oversee with my REU mentee would involve identifying factors that enhance (or
discourage) multimedia learning effects in realistic learning situations
(e.g., text comprehension, online learning, or new language vocabulary
acquisition), or testing predictions from current theories of multimedia
learning or dual-coding. Related, I also have an interest in studying how
people incorporate new information across multiple sources (e.g.,
incorporating related information from an instructor, a textbook, and an
online video), especially if they differ in modality. Such research can
inform best practices for the designers of learning and instructional
materials. Example Project
#3. Technology-enhanced learning and studying Students are no longer learning only from
instructor-provided lectures and static print textbooks. Rather, a wealth of new
technologies (enhanced e-books; interactive digital simulations; computerized
personal tutors) and practices (online-only courses; flipped classrooms;
MOOCs) are now available for instructors and students to utilize in their
teaching and learning. To what extent, however, are these newer approaches
useful for enhancing learning, and do any actually detract from learning? A
third type of project I could oversee with my REU mentee would involve
examining or comparing the efficacy of different approaches to teaching or
studying (e.g., standard textbook vs. enhanced e-book), or to compare the
efficacy of different versions of a single approach (e.g., the efficacy of
different restudy schemes within computerized tutoring). Such research can
inform best practices for the designers of learning and instructional
materials, especially digital and enhanced materials. ·
Faculty
Mentor: Dr. Amelia Talley, PhD Assistant Professor, Department of
Psychological Sciences Example Project #1: The Promise of Expressive Writing
Interventions for Informing Identity Development The proposed
project will utilize experimental methods to conduct a longitudinal
intervention-based study based upon a validated paradigm. Individuals who
report heightened ambiguity with regard to their sexual identity will be
recruited into the study. Outcomes of interest include identity development,
psychological well-being, and coping behaviors. Example Project #2: Establishing
experimental manipulations of ego- and ecosystem goal motivational systems Crocker
recently described two distinct motivational orientations relevant to the
self: egosystem and ecosystem. Characteristics of egosystem motivation include: (1) evaluating and judging the
self and others and (2) concerning one’s self with the impressions others
hold of them. Individuals employing this motivational system during
disclosure have reported heightened self-consciousness and social anxiety. By
contrast, characteristics of ecosystem motivation include: (1) prioritizing
the needs of others and (2) taking responsibility for creating desired
outcomes. Drawing upon the common ingroup identity
model, the proposed set of studies will test a series of potential
experimental manipulations that attempt to evoke an eco-system, as opposed to
ego-system, motivational orientation. Tenets of this sub-theory suggest that
more harmonious intergroup interactions can result from modifying
socially-constructed boundaries that individuals commonly use to
differentiate themselves from others: in essence, transitioning from
distinctions between “us” and “them,” to a more inclusive “we” to blur the
boundaries of group categorization. Outcomes of interest include constructs
related to self-categorization, person perception, ingroup
bias, identity development, and psychological well-being. |
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