Transcript The Nobility of Mobility: F. Scott Fitzgerald’s Basil Stories John Adler, English Dr.

The Nobility of Mobility: F. Scott Fitzgerald’s Basil Stories
John Adler, English
Dr. Deborah Schlacks
Department of Writing and Library Science
ABSTRACT
The rise of the automobile mirrored Fitzgerald's own rising star as a writing phenomenon almost perfectly. His own penning of the Basil stories not only recounts some pivotal experiences and
outlooks he stood looking back at from the late 1920s, but also showcases the automobile's importance in his own ambitious imaginings, as the new invention outpaced both older forms of
communal travel and the electric car to become a source of initiation into a self-determined future. In the final throes of an American progress once measured by the pace of horse-drawn
carriages, Fitzgerald looks back at his rapidly disappearing youth from the firmly embedded perspective already entrenched within the new era's ever-increasing speed of automobility's
progress.
Fitzgerald’s Roots
- Early Twentieth-Century Middle
West
- The Frontier’s Edge: St. Paul
- Transportation
Horse
Train
Earlier advances in transport centered on moving
goods and people efficiently, keeping costs down
through mass transit systems exemplified by ships,
riverboats, and trains These modes of transportation
were communal, gathering travelers
via established routes of shipping lanes, rivers,
and rail lines.
The Rise of the Automobile in
Fitzgerald’s Youth
- Gentle Electric vs. Manly Gasoline
- Popular Utility vs. Romantic Adventure
- The Demise of the Electric
These were the days of the rich amateur. Automobility, along with
the manly, rugged, and self-reliant image projected by its driver,
started to catch on.
A New Need
for Speed
- 1908: The First
Race Around the
World
- Stutz Bearcat
Fitzgerald’s
Automobiles
- Status
- Independence
- Affluence
For millions of American boys,
driving an automobile was an
initiatory experience, as it demanded
new skills at the same time that it
delivered its driver to a heightened
status and new dangers.
Deliverance and
Alienation
The automobile, being the primary catalyst
of Fitzgerald’s boyhood dreams, becomes the
metaphorical vehicle of affluence that could
deliver him from the ethnic, economic, and
geographic borders fencing in his place of origin
from the larger world
The automobile put ideas of success on a
roadway in an abstract race to a destination
that implies distance, signifying that where one
would like to arrive is not where one currently is.
The concrete notion of one’s place of origin fades
in the rearview mirror even as the finish line
ahead never really appears.
Abstract
According to the Self-Validation Hypothesis (Petty, Briñol, &
Tormala, 2002), confidence in a person’s thoughts on a subject is
relevant to susceptibility to persuasion. This study examines the
effect of invalidation of the initial source as a factor in changing
thought confidence and attitude change, as well as argument
saliency. Subjects read about a topic and rated their confidence in
their thoughts regarding the topic; the experimental group also
read a set of contradictory views. This intervention showed a
significant effect on the confidence in the experimental group with
those who agree moving towards disagreement. Those who initially
disagreed showed no change in confidence, but moved to a point of
neutrality regardless of intervention. Source invalidation did have
an effect on thought confidence, based on the initial stance of the
subject. The saliency of the argument also significantly influenced
thought confidence for those who initially agreed with the topic.
Introduction
•Numerous factors have been shown to influence a person’s
susceptibility to persuasion attempts (see Petty & Cicioppo, 1977;
Cialdini, 2009; Petty, Briñol, & Barden, 2007; Wheeler, DeMarree, &
Petty, 2008).
•Thought Confidence (the extent to which a person is confident in
their own thoughts) is an important factor in susceptibility to
persuasion attempts. This theory is put forth in the Self-Validation
Hypothesis (Petty, Tormala, and Briñol, 2002).
•Previous research has shown that people are less likely to show
attitude change when exposed to an invalidation of the original
topic (Oza, Srivastava, & Koukova, 2010).
•Research also shows that those who have a higher level of
involvement in the source material will also show more significant
levels of change in thought confidence and attitude change than
those who have a lower level of involvement in the material (Petty,
Tormala, and Briñol, 2002).
•The current research focuses on the interrelation between
Thought Confidence and argument invalidation.
•Subjects who are exposed to an original source of information in
support of a particular stance, if they are then given contradictory
information that calls the original stance into question, it will have
an effect on Thought Confidence and ultimately persuasion.
•It is predicted that those who already disagree with the source
should remain confident in their thoughts. Those who agree with
the source should show a significant change in both thought
confidence and levels of persuasion. Those who are neutral should
show no significant change.
Dale Anderson, Psychology
Dr. Shevaun Stocker, Department of Human
Behavior, Justice, and Diversity
Figure 1
Figure 3
Figure 2
Figure 4
Method
• Participants were 75 Introduction to Psychology students in a small public
university in the Northern Midwest. Students participated for partial course
credit.
• A fictionalized article regarding the importance of testing measures in the
United States college system was used as the initial information source exposed
to the participants.
• The experimental group was given an intervention article to read between
rating their initial thoughts and re-evaluating those thoughts. The intervention
article contradicting the original article for the experimental group was also a
fictionalized article stating that testing of students is not a reliable measure of
the ability of students.
• One group was given a low involvement argument which used personal
assessment as an argument for additional student testing. The other group was
given a high involvement argument which used access to student aid as an
argument for additional student testing. This is just to account for the
Results
involvement factor mentioned in the
introduction.
• A repeated measures 2 (Intervention: Yes vs. No) X 2 (Argument: Strong vs.
Weak) ANOVA was run separating the groups by initial reaction to the article.
The groups were Agree, Neutral, and Disagree.
• A significant effect was shown in the intervention with the Agreement group on
the level of thought confidence. They had higher thought confidence prior to the
intervention, but lower confidence after the intervention (Figure 2).
• A significant effect was shown in the non-intervention with the Disagreement
group on the level of agreement (Figure 3).
• There was a three way interaction with change in confidence, intervention, and
argument type in the agreement group. Those who had the intervention and had
the more salient argument showed significant change from agreement to
disagreement.
• Thought confidence remained relatively consistent for all reaction groups who
Discussion
• The results support the theory that there will be change in
thought confidence and attitude change when introduced to a
stimulus that contradicts the original argument.
• Those who initially disagreed with the source article remained
both confident in their thoughts, and also showed less attitude
change when that position was reinforced through the
invalidation article.
• Those who initially agreed with the source article showed
significant change in thought confidence and also significant
attitude change if exposed to the more salient argument. This
supports the hypothesis that manipulation of thought
confidence and argument salience can lead to greater attitude
change.
• Interestingly, those who disagreed with the article showed a
significant change in attitude when the invalidation was not
present. This points to a natural inclination to move to a more
neutral stance over time,
particularly after being asked to reReferences
evaluate their own thoughts.
Briñol, P., Petty, R. E., & Barden, J. (2007). Happiness versus sadness as a
determinant of thought confidence in persuasion: A self-validation analysis.
Journal of Personality and Social Psychology , 711-727.
Cialdini, R. B. (2009). Influence: Science and Practice. Boston: Pearson Education,
Inc.
Laran, J., Dalton, A. N., & Andrade, E. B. (2010). The curious case of behavioral
backlash: Why brands produce priming effects and slogans produce reverse
priming effects. Journal of Consumer Research , 999-1014.
Oza, S. S., Srivastava, J., & Koukova, N. T. (2010). How suspicion mitigates the
effect of influence tactics. Organizational Behavior and Human Decision Process ,
1-10.
Pandelaere, M., & Dewitte, S. (2006). Is this a question? Not for long. The
statement bias. Journal of Experimental Social Psychology , 525-531.
Petty, R. E., & Cacioppo, J. T. (1977). Forewarning, cognative responding, and
resistance to persuasion. Jornal of Personality and Social Psychology , 645-655.
Petty, R. E., Briñol, P., & Tormala, Z. L. (2002). Thought confidence as a
determinant of persuasion: The self-validation hypothesis. Journal of Personality
and Social Psychology , 722-741.
Schott, J. P., Scherer, L. D., & Lambert, A. J. (2011). Casualties of war and sunk
costs: Implications for attitude change and persuasion. Journal of Experimental
Social Psychology , 1134-1145.
Strahan, E. J., Spencer, S. J., & Zanna, M. P. (2002). Subliminal Priming and
Persuasion: Striking While the Iron is Hot. Journal of Experimental Social
Psychology , 556-568.
Strick, M., van Baaren, R. B., Holland, R. W., & van Knippenberg, A. (2012). Humor
in advertisements enhances product liking by mere association. Psychology of
Popular Media Culture , 16-31.
Wheeler, C. S., DeMarree, K. G., & Petty, R. E. (2008). A match made in the
laboratory: Persuasion and matches to primed traits and stereotypes. Journal of
Experimental Social Psychology , 1035-1047.
Knee Injuries
Michael D. Christensen, Wellness Fitness Management
Ms. Kim Lebard-Rankila, Department of Health and Human Performance
University of Wisconsin-Superior
ABSTRACT
Knee injuries in colligate athletes is a concern and raises the question if coaches should utilize conditioning programs to help prevent knee injuries. The direction of this research
is to find what programs will help decrease the risk of knee injuries and uncover whether or not coaches are aware of conditioning concepts that may help address injury
prevention measures. Concepts such as preventative conditioning programs to help decrease knee injuries among athletes and how coaches could utilize physical therapy
concepts to assist in a quicker recovery will be addressed. These coaching strategies could help increase awareness of structural components of the knee and what factors
contribute to knee injuries.
Methods
Knee Construction
Difference Between Genders
• Structured interviews were conducted utilizing pre-determined questions that were
approved by the University of Wisconsin-Superior Institutional Review Board (IRB).
• This research is designed to help find a correlation between physical therapist’s
concepts and what coaches actually have their athletes do during conditioning programs
to help decrease the percentages of knee injuries.
• The results to the questionnaire were categorized and then assessed to determine
what the coaches’ perceptions are.
• The significance of this study will help increase safety concepts related to 18 to 24year-old collegiate athletes and knee injuries.
1. LCL: Attaches to the lateral side of the femur to
the lateral side of the fibula and functions to limit
sideways motion of the knee.
2. ACL: Attaches the femur and the tibia in the center
of the knee, which is deep within the knee joint.
The function of the ACL is to limit rotation and
forward motion of the tibia (Nordin & Frankel,
2012).
3. MCL: Attaches to the medial side of the femur to
the medial side of the tibia and the function is to
limit sideways motion of the knee (Nordin &
Frankel, 2012).
4. PCL: Attaches the tibia and the femur and is also
the strongest ligament. The location of the PCL is
behind the ACL in the middle of the knee. Its
function is to limit the backwards motion of the
knee (Nordin & Frankel, 2012).
• Women go through a menstrual cycle which creates large fluctuation in female sex
hormones during the stages of puberty. Hormones affect musculoskeletal function by
slowing muscle relaxation and increasing the muscle fatigue during the ovulation stage of
the menstrual cycle (Timothy E. Hewett, Zazulak, & Myer, 2007).
• Hewett et al (2007) cited that estrogen was directly related to female knee injuries
because of the affects that estrogen had on tensile properties of ligaments.
• Women have delayed hamstring reaction and faulty knee mechanics when jumping and
landing. Research has shown that females rely on their quadriceps more for deceleration
more than males do (Nitka, 2005). In women the hamstrings are slower to react which
allows for greater stress to be applied on the ACL (Nitka, 2005).
• Women have smaller intercondylar notch in the knee, where the ACL passes through the
joint. Since women have smaller and narrower knees it takes less stress to tear ligaments
in a female knee compared to a male.
• Another reason women are at a higher risk than males is that females tend to bend their
knees less during the athletic movement needed during different sports. With women
bending their knees less than males, they will also land flat-footed more where as males
have a more soft landing (Hensch, 2007).
Programs
• According to Wakeham (2003) a coach’s first strategy when doing a conditioning
program specifically designed for females is to strengthen the full body. During the
program the coach needs to pay close attention to the gluteals, quadriceps, abductors,
hamstrings, and calves. Strengthening these muscles “will counter deceleration forces,
decrease the forward movement of the shin bone, assist in keeping the knee in a stable
position and help influence safe postures in sports movements” (Wakeham, 2003, p. 64).
• This program combines strengthening, balance, and dynamic sport performance
movements. Athletes begin the workout with a dynamic warm-up. This will get the body
primed and ready to start the other exercises that are challenging. After his dynamic
warm-up he uses dynamic exercises which he emphasizes teaching the athlete body
control and body awareness during acceleration and deceleration movements in
different directions (Wakeham, 2003). The strengthening of Wakeham’s programs starts
out with lower body lunge matrix. The matrix is six rotations of the knee in three
different planes. A total of eighteen lunges are performed, and then an additional two
more rotations are added with the arms stretched above the head to establish a more
difficult lunge while giving the abdominal a great stretch
• Another study conducted by Nitka’s (2005) showed that plyometric training can help
decrease knee injuries in female athletes. The hamstring-quadriceps ration can be
improved with the right supervised plyometric and strength training program. When
developing his program it is a progression through jumping drills and throughout the
drills correct the faulty mechanics that the athlete may have so then the athlete will do
the exercise correctly to minimize the risk of knee injuries (Nitka, 2005).
Results
(Nordin & Frankel, 2012)
• 88% of the coaches agreed that the ACL was the most common knee injury that
coaches encounter in their careers.
• Following ACL injuries, 44% of the coaches agreed that MCL was the second
most common knee injury.
• 77% of the coaches have included, specific to their sport, a conditioning
program or preventative means to reduce athlete’s injuries.
• 55% of the coaches stated their conditioning programs focus on strengthening
the muscles along with agility and speed.
• 88% of the coaches agreed that females are more prone to knee injuries.
• 33% of the coaches were able give at least one reason to why females are more
prone to knee injuries.
• 66% of the coaches agreed they would benefit from having open
communication with a physical therapist about injury prevention and
rehabilitation.
• All coaches stated that there was no communication between themselves and
physical therapists.
Proprioception and Human Balance
Abstract
Human balance consists of proprioception in three different components; the vestibular component, the visual component and the body receptor component. All three components working together help the body to stay functioning at a high
level. My experiment involves the stimulation of each of the components of balance, testing balance and comparing the results to a control set of data consisting of non-stimulated balance results. The objective of my study was to confirm the
negative effects of stimulating the vestibular and visual components and also to examine the effects of stimulating the receptors in the soles of the feet. The results of the study indeed show the negative effects of vestibular and visual stimulation
but also show positive effects of feet stimulation. This work suggests that stimulation of the receptors in the body that help maintain balance may be beneficial in balance improvement and human performance.
Vestibular Proprioception
 The most recognized component of balance is the inner ear.
 The inner ear consists of three semi-circular canals: Anterior canal, posterior
canals and lateral canal.
 These canals are connected at both ends to a large sac filled with fluid called
the utriculus.
 The utriculus is connected to another sac called the sacculus.
 Located within the utriculus and the sacculus are structures called macula
acustica.
 The crista and the macula are in neural contact with the central nervous
system and act as the proprioceptive units in the inner ear (CNS Clinic, 2007).
Vision Proprioception
 Humans are almost completely controlled by vision as nearly 70% of the
sensory receptors in the body are in the eye (Marieb & Hoehn, 2010).
 The eye has roughly 250 million photoreceptor cells that are located on the
retina in the back of the eye (Marieb & Hoehn, 2010).
 Each eye will receive slightly different images of the same object and these
different images are key in determining direction and depth and are a vital
part of balance (Balance Disorders, 2012).
 The peripheral vision also makes use of the background data to determine
normal and the horizon line to determine level.
 The processes of focal vision and of peripheral vision working together are
critical in the ability for the body to organize itself in space during movement.
 Any distortions in the system will cause a misperception in the bodies position
in space (Politzer, 2012). Essentially, the body will think itself in one place when
it is actually in another.
Experiment
Results
Names
A1
A2
A3
A4
A5
A6
A7
A8
A9
A10
A11
A12
A13
A14
A15
A16
A17
A18
A19
A20
Body Proprioception
 The body has a sense of self-awareness made possible by countless receptors
located throughout the body.
 These receptors send information that deals with force, rate, direction and
range of movement and also send signals that respond to touch, pressure,
temperature and pain (Tantorski, 2007).
 The specific receptors in the body that pertain to balance are located on the
neck, torso, legs and most importantly the foot.
 These receptors are divided into two categories; conscious and unconscious.
The conscious receptors are mainly located in the joint capsules, tendons and
ligaments The unconscious receptors are found in the skeletal muscles.
 These receptors also carry information that deals with force, rate, direction
and range of movement but the information is not received by the higher
cortical centers of the central nervous system. This information generally leads
to a reflexive response which is why it is considered unconscious.
Human Balance Deficiencies
The experimental portion of this research project consists of a Balance is crucial for living and performing the activities of daily living.
in any of the components of balance would lead to deficiencies in
forty foot long balance beam, a foot brush, a spinning office chair Deficiencies
life.
and a special set of goggles. Two separate sets of volunteers, one As the body ages, the balance correction reflex slows which can lead to
imbalance and can regress into a falling issue (Journal of Physiology, 2002).
from the 5th grade class at Marshall School and the other
consisting of UWS students, were asked to walk a balance beam Falling among the elderly is only now being seen as a serious problem and
agencies at the Federal and State level are beginning to address the issue.
without stimulation and walk it again after stimulation. The idea Certainly, it pays to be safe and proactive when addressing falling issues, but
of the experiment was to verify the negative effects of stimulating grab bars and fall monitors are addressing the problem after the fall.
A safety rail to grab to help prevent a fall or a monitor to call for help after a fall
the vestibular system and vision system and to test the
steps to addressing falls, but neither helps in the critical portion of a second
hypothesis that stimulation of the receptors in the foot can lead are
when the body is teetering at the edge of its base of support where a minute,
to balance improvements.
subtle correction would have rendered grab bars and monitors unnecessary.
Control 1 Control 2 Avg
Stim 1
Stim2
Avg
Dizzy
Eye
8.06
5.62
6.84
4.66
4.55
4.605
12.31
6.52 avg student
5.02
4.49
4.755
3.95
3.64
3.795
6.68
5.84 high school student-athlete
3.41
3.12
3.265
2.65
2.61
2.63
4.91
3.45 div III athlete
4.34
4.33
4.335
3.27
3.51
3.39
26.11
4.89 avg student
3.16
3.95
3.555
3.11
2.52
2.815
12.59
5.29 div III athlete
5.74
4.88
5.31
3.94
4.13
4.035
10.45
8.55 avg student
5.86
5.28
5.57
4.59
4.07
4.33
8.66
8.09 avg student
3.17
2.85
3.01
2.57
2.64
2.605
10.02
3.87 div III athlete
4.36
3.93
4.145
3.78
3.34
3.56
7.1
7.16 avg student
4.43
3.5
3.965
3.14
3.24
3.19
4.77
5.77 div III athlete
3.86
4.28
4.07
3.38
3.16
3.27
6.56
8 div III athlete
3.86
3.43
3.645
3.11
3.06
3.085
19.06
6.94 non-trad student
3.63
3.66
3.645
3.41
3.12
3.265
15.68
5.43 div III athlete
3.56
2.99
3.275
2.54
2.45
2.495
div III athlete
4.1
3.92
4.01
3.25
3.05
3.15
3.76
3.28 avg student
6.29
5.91
6.1
3.62
3.13
3.375
5.54
4.03 avg student
3.65
3.65
3.65
3.46
3.52
3.49
4.4
4.8 non-trad student
4.3
3.32
3.81
3.31
2.88
3.095
3.63
6.24 avg student
8.05
6.56
7.305
5.55
5.02
5.285
10.72
9.01 avg student
4.66
4.16
4.41
4.17
3.71
3.94
9.07
7.38 non-trad student
4.4335
Results
Names
C1
C2
C3
C4
C5
C6
C7
C8
C9
C10
C11
C12
C13
C14
C15
C16
C17
C18
C19
C20
C21
C22
3.47025
0.96325
9.58 6.02842 65% failed dizzy test once
10% failed dizzy test twice
25% failed eye test once
-5.1465
-1.5949
Control 1 Control 2 Avg
Stim 1
Stim2
Avg
Dizzy
Eye
4.61
3.74
4.175
3.91
3.27
3.59
8
4.51 Fail C
5.72
5.87
5.795
5.19
4.26
4.725
6.68
5.56 Fail J
5.08
4.21
4.645
3.71
3.45
3.58
5.42
4.82
6.5
6.68
6.59
6
5.46
5.73
20.43
7.06 Fail I
4.42
4.17
4.295
3.34
3.46
3.4
5.25
3.74
4.34
4.07
4.205
3.46
3.31
3.385
8.14
3.75 Fail F
4.82
4.36
4.59
3.46
3.49
3.475
4.57
5.64
4.45
4.32
4.385
3.68
3.34
3.51
4.32
4.4 Fail I
4.82
4.69
4.755
3.84
3.55
3.695
16.13
5.24 Fail J 2
4.15
3.76
3.955
3.21
3.06
3.135
4.05
4.68
5.75
4.62
5.185
4.98
5.02
5
16.43
8.01 Fail F
3.74
4.17
3.955
3.48
3.3
3.39
4.5
4.78 Fail I
3.46
4.41
3.935
3.89
3.03
3.46
28
4.12 Fail J
3.6
4.31
3.955
3.03
3.11
3.07
15.7
3.88 Fail J
3.78
3.55
3.665
3.11
3.2
3.155
11.94
4.29 Fail I 2
3.98
4.09
4.035
3.47
3.68
3.575
7.8
4.33 Fail I
4.92
4.99
4.955
4.75
3.89
4.32
27.83
4.22 Fail C 2
4.13
4.14
4.135
4.05
3.53
3.79
4.41
4.55 Fail I 2
4.05
4.14
4.095
3.3
3.52
3.41
13.54
4.34 Fail I 2
5.01
5.23
5.12
4.81
4.66
4.735
10.37
8.27 Fail I 2
3.97
3.9
3.935
3.45
3.41
3.43
14.96
4.51 Fail I 2
3.81
3.95
3.88
3.04
3.49
3.265
10.37
6.16 Fail I 2
4.46545
Results
Outlook
5th
5th
5th
5th
5th
5th
5th
5th
5th
5th
5th
5th
5th
5th
5th
5th
5th
5th
5th
5th
5th
5th
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
3.76477 11.3109 5.03909 64% failed dizzy test once
41% failed dizzy test twice
45% failed eye test
4.5% failed eye test twice
0.70068
-6.8455
-0.5736
Research, at that critical portion of a second, is needed. Falling is projected to
become a 55 billion problem by the year 2020 (Centers for Disease Control and
Prevention, 2011) and steps are needed to offset this expense.
Spending billions of dollars in research now to find and correct deficiencies in
balance to save tens of billions of dollars in the future is actually showing fiscal
responsibility. Even if research and development only lead to a minimal balance
improvement it could mean the savings of billions of dollars in medical expenses.
When men and women reach a certain age, different exams and tests are
recommended to check for signs and symptoms of different afflictions.
Studies have shown that these afflictions show up at a certain age and that
performing these exams and tests can catch the afflictions in its early stages and
treatment and correction can be extremely successful and beneficial.
Using this as an example of successful proactive behavior, would it not be
beneficial to recommend periodical balance testing to find and possibly correct
balance deficiencies before those deficiencies lead to falling and the
consequences related to falling.
Acknowledgements
Thank You to the Marshall School, especially the 5th grade class who graciously
volunteered to spend multiple days with me during the experiment. Thank You to
Dr. Simpson who mentored me through this process. Thank you to Glenn Carlson,
Dr. Michelle Arnhold-Davies and Kim Lebard-Rankila who arranged for space and
volunteers for the experiment. Thank You to the McNair Scholar program and
Sue, Marsha and Deb for the opportunity. Thank You to my McNair colleagues,
who listened and gave feedback and direction to me.
Thank You
Cross-Modal Illusory Conjunctions and Congruency Reaction Times
Jenna Osterlund, Psychology
Dr. Eleni Pinnow, Department of Human Behavior, Justice and Diversity
Introduction

Attention determines how stimuli are perceived

Attention has a limited capacity
Noise and dot were simultaneously presented for 50 milliseconds

Participants were asked to listen carefully to the tone and watch for the
Attention as beam (Posner, 1980)

Attention as a filter (Broadbent, 1958)

Attention as glue (Treisman & Gelade, 1980)
HYPOTHESIS 1: Cross-modal illusory conjunctions between vision and
audition will occur when attention is strained between features of stimuli and
modalities.
dot’s location



Participants were asked to determine location of dot

Importance of accuracy and reaction time were stressed
Not Supported:
•
Illusory conjunctions were not induced.
•
Accuracy did not differ between control, congruent and incongruent stimuli

Not all stimuli in the environment receive sufficient attention for perception

Attention can be strained between features of stimuli

Attention can be strained between modalities

Attentional strain altered perceptual processing

Inaccurate perception can occur when stimuli do not receive sufficient attention

These results differ from previous findings (Marks, 1987)

HYPOTHESIS 1: Cross-modal illusory conjunctions between vision and
Discussion

audition will occur when attention is strained between features of stimuli and
However, results are consistent with other findings that support
cross-modal perceptual processing (McGurk & MacDonald, 1976)
modalities.

HYPOTHESIS 2: Reaction times will be faster when attention is less strained
Limitations in attention caused this alteration

Attention was strained between features and modalities
between features and therefore result in faster reaction times when stimuli is

Stimuli that were not fully attended interfered with those that were
congruent rather than incongruent.
attended (Treisman & Gelade, 1980)


Results

Attention as a filter does not sufficiently explain results
Attentional capacity may vary based on stimulus features and modality
HYPOTHESIS 2: Reaction times will be faster when attention is less
strained between features and therefore result in faster reaction times when
Method
stimuli is congruent rather than incongruent.
Not Supported:
Noise
Location
•
H i g h
M e d I u m
L
o w
High
2,000 Hz
Medium
700 Hz
Low
300 Hz
Control
White noise
Reaction times to congruent stimuli were slower than reaction times to
incongruent and control stimuli
•
Reaction times did not differ between congruent and control stimuli
Suggested Reading
• Broadbent, D. (1958). Perception and communication. London: Pergamon Press.
• Marks, L. E. (1987). On cross-modal similarity: Auditory-visual interactions in speeded
discrimination. Journal of Experimental Psychology: Human Perception and
Performance, 13(3), 384-394.
• McGurk, H. & MacDonald J. (1976) Hearing lips and seeing voices. Nature,
264(5588), 746-748.
• Posner, M. I. (1980). Orienting of attention. Quarterly Journal of Experimental
Psychology, 20(1), 3-25.
• Simons, D. J. & Chabris, C. F. (1999). Gorillas in our midst: Sustained inattentional
blindness for dynamic events. Perception, 28(9), 1059-1074.
• Treisman, A., & Gelade, G. (1980). A feature-integration theory of attention. Cognitive
Psychology, 12(1), 97-136.
ABSTRACT
The Native American boarding schools of the 1800’s and early 1900’s left a crater in Native American societies. Under the pretense of helping devastated Indian Nations, boarding
schools created places of assimilation, forcing children to attend and sometimes resorting to what would now be called kidnapping. Many of these children died from homesickness,
working accidents, uncontrolled diseases and ill-planned escape attempts. The schools were abolished in the 1940’s, but the damage had been done. Language, culture, and religion
were absent when the children returned home. One of the most important missing pieces were the parenting skills that were honed over the years by the Native American elders,
leaving these children lost due to being raised by complete strangers in historical boarding schools.
First Government
Funded Boarding
School
First Treaty between
Native Americans and the
US Government
1492
Christopher Columbus
comes to America
1778
1840
1879
Richard Henry
Pratt Born
• Native Americans believed children were a gift from the spirit world to
prolong and give new growth to this world. Children were taught in the oral
tradition of storytelling that taught them many life lessons.
• In Lakota the word for child is “Wikanyeja” taken from two Lakota words,
“wakanyan” or sacred, and “najin” to stand. “For us a child stands sacred in
this world, a special gift from the creator.”
• Families in the time before assimilation were considered huge communities,
grandparents would “adopt” their grandchildren, parents who had lost a
child would “adopt” the neighbor’s child who reminded them of their lost
one.
• Education was created through a sharing of knowledge where the child was
expected to learn by searching for someone to learn from. Parents,
Grandparents, neighbors, and ‘traveling’ teachers were all a part of this
learning experience.
• Children in the Ojibwe nation also learned through dreams and fasting – a
similar process to other Native tribes.
• Richard Henry Pratt is widely acclaimed as the godfather of Boarding
Schools. An officer in the army, Pratt was convinced that the reservations
were “islands of savagery scattered in a sea of civilization” and that the only
way to civilize these “islands” was to remove Native Americans from their
families and force them to assimilate at a young age.
• In 1879 Pratt founded the Carlisle Indian Industrial School in Carlisle
Pennsylvania, the first government recognized boarding school, and began
to teach his young pupils. His passion for teaching Native Americans
inspired others to build more boarding schools and authorize laws such as
the Browning Ruling.
• Pratt was convinced that the inferiority that he saw in Native Americans
was not in their race but instead embedded in their culture, and thus easily
extinguished when handled correctly.
• His famous quotation is: “Kill the Indian in him to save the man.”
•
•
•
•
•
•
John Collier abolishes
Government Funded
Boarding Schools
Browning Ruling
Passed
1887
1892
1903
The Dawes Act or General
Allotment Act threatens
Reservations.
Browning Ruling
Thrown Out
The Browning Ruling, passed in 1892, stated that Native American
parents had no right or say as to when, where, and whether or not their
children would go to school, the parents being deemed as uneducated as
their offspring. This right was given to the Indian Agent in charge of the
tribe, nation, and reservation, and was in effect from 1896 to 1903. The
Browning Ruling also denied schools the right to dismiss students for nonacademic reasons, which led to overcrowding and poor nutrition.
After the Browning Ruling was initiated enrollment in these schools
actually lessened, as parents hid their children and denied they existed to
keep them out of school.
In 1903 the Browning Rule’s short reign was abolished, though Native
American children still had to go to school, parents could now choose
where they sent them.
For some Native Americans the boarding schools were a lifesaver; families
who could not afford to feed their children or keep them warm through
cold winters chose to send their children thousands of miles away instead
of having them perish through starvation.
Many tribes survived the depression by sending their children to school,
saving the money they would have spent on them, then taking them out
after they had saved enough to support their children again.
The American Indian Education office described this process: “boarding
schools had become welfare providers of last resort for Indian Families who
had been denied everything else.”
•
•
•
•
•
1933
1954
The termination of the WI Menominee
Reservation sparks the birth of the
American Indian Movement (AIM)
Life in boarding schools was set by a strict schedule, some schools having
as many as 23 bells in a day with students under a strict eye, a big
difference from their former way of life.
Punishment was a large component of these schools, mostly with whips or
rulers, but in many cases it was much more extreme. In some extreme cases
students would stand in a line called the belt line, and the misbehaving
student would be forced to run down the gauntlet while they beat them
with whips. If a student refused to join they were made to run it next.
Sexual abuse was also common; both boys and girls were subjected to late
night visits from teachers, faculty, and other students.
Sicknesses ran unchecked, some schools became so deplorable they closed
their doors as schools and reopened them as hospitals.
Suicides were also rampant with reports of children as young as eight years
old ending their own lives rather than staying in the unwelcoming
atmosphere of these schools.
• Boarding Schools were abolished by the arrival of John Collier as the
commissioner for the Bureau for Indian Affairs (BIA) in 1933 and
thousands of children were brought home.
• While these Children often would look forward to the day they could leave
the school and return home to loving parents, good food, and freedom
they were usually disappointed by what waited for them. Life on the
reservation was often too different than life at school.
• Many Native American fled the reservations and moved to larger cities,
where they would deny their Native American ancestry and tell their
children they were Latin American, not Indian.
• Most did not want to continue their education, many more complained
that the jobs they were taught in boarding school could not be applied to
the lives they led after school. “Going back to the blanket” was frowned
upon, and many who returned to the old way of life were forced to the
edges of society and considered “primitive.”
Abstract
The monumental Dome of the Rock is the product of the new Islamic culture’s adoption and integration of visual iconography to display both continuity from and hegemony over the existing power structures. Adoption is the
lifting of forms from an existing culture remodeled to serve new purposes; integration is the acceptance of forms from an external culture. The specific location of the Dome is important in Jewish culture as being the presumed
location of the first Jewish Temple. The architecture of the Dome is derived from Christian martyria, although heavily modified. The means of decoration also derives from regional forms, but the widespread and elaborate use
of decorations is a new and novel use of the technique.
The act of viewing
Byzantine icons
was believed to
create a liminal
space, granting
access to the holy
figure depicted.
The icon itself was
not holy; if it were
defaced or
obscured, it lost all
power. The figures
lacked depth, and
the eyes and face
were pointed
directly at the
viewer.
The death of Alexander
the Great caused an
outpouring of Greek
culture from the
Mediterranean down
to Northern Africa and
east to Central Asia.
Greek classical artistic
conventions changed in
this new international
arena and became
known as Hellenism.
Winged Nike of Samothrace. Parian
marble, ca. 190 BC? Found in Samothrace
in 1863. Louvre Museum, Paris. Photo:
Marie-Lan Nguyen, 2007
Mosaic from the church of Hagios Demetrios in
Thessaloniki, late 7th or early 8th century, showing St.
Demetrios with donors.
Photo: The Yorck Project.
Exterior of the Dome of the Rock, Jerusalem. Completed in 691. Exterior
restored c. 1960. Photo by Brian Jeffery Beggerly
The Dome of the Rock, built to proclaim the
hegemony of the Umayyad Caliphate,
dominates the skyline of Old Jerusalem.
Sarcophagus of the Church of Santa Maria Antigua, Rome. C.270. Marble
Early Christian art developed from Hellenistic
Classical art, with the emphasis on the human
form. Humanist perfectionism was abandoned.
330 BCE
Death of
Alexander
the Great
Interior of the Dome of the Rock. Photo by Damon Lynch.
The interior face of the octagons,
showing mosaics of images of
power, facing in towards the Rock
190? BCE
Winged
Nike
270 CE
Early
Christian Art
330 CE
Founding of
Constantinopl
e
610 CE
Mohammed
receives
Revelations
691 CE
Completion
of Dome of
the Rock
Abstract
It is in the darkened theatre that our
imaginations come to life. It is in those places
that we all go to escape. American audiences
have sought out movies since the beginning of
the twentieth century. The superhero emerged
first in comic books, but was later transferred
to film. It is in this visual medium and genre
that today we have at its peak the superhero
film. While configuring to genre norms the
films of Iron Man are a convey meanings and
beliefs of the dominant culture. These values
established in Iron Man offer a view of class,
gender, sex, and race. These values as
understood through the lens of capitalism.
Purpose
Movies not only provide a narrative for specific discourses of race,
gender, sex, and class, but they also provide a shared experience, a
common staring point from which diverse audiences can dialogue about
these charged issues (hooks, 1996). The discourse that is created in the
Iron Man films conveys the ideals of capitalism in a hegemonic white
male dominated society. Continuance of these ideals establishes an
oppressive discourse in Iron Man films and with other superheroes in
film. Examining what superheroes represent in society, this critical lens
then becomes an interaction between film and audience, breaking down
the created perceptions and making space for a deeper, richer
understanding.
Photo credit
Photo credit
ABSTRACT
In the United States, there is the idea that every person has an equal opportunity at an education that will benefit
their future. However, there is a large gap of achievement between children from different socioeconomic levels. Mentoring programs are quickly on the rise as an intervention strategy to reduce the amount of at-risk children in
America. If mentoring programs are effective in narrowing the achievement gap, they are a vital part of the idea of fair play in American education. This study utilized questionnaires and interviews to investigate the effects the
GEARS mentoring program has on its at-risk adolescent participants. Specifically, the study investigated the relationship of a mentoring program with at-risk students’ grades, attitudes, relationships, and aspirations. Participants
in the study reported improvements in all areas that were examined. These results indicate that programs such as GEARS are having a positive impact on at-risk youth. By providing these youth with a positive role model and
getting them on track to further their education and ultimately better their lives, the GEARS program is working towards closing the achievement gap between children of different socioeconomic backgrounds. While this research
indicates that the GEARS program is having a positive impact on its participants, further research into more mentoring programs is necessary to determine the overall impact on at-risk youth across the country.
The GEARS Program
Results
• Gaining Early Awareness and Readiness (GEARS) is a
mentoring program that began in August 2009 between the
University of Wisconsin-Superior (UWS) and the Superior
Middle School (SMS).
• The mission is to "support the academic, social, and
emotional growth of at-risk adolescent students and to
assist in preparing them to be successful in all aspects of
life, especially in the pursuit of a higher education.”
• SMS students are referred by their teachers because they
are showing one or more characteristics of being at-risk,
including having a failing mark in at least one class.
• Mentors in the program tutor the students both at school
and outside of school.
• The GEARS program focuses on increasing the amount of
Developmental Assets that at-risk youth in the program
have.
• The Developmental Assets are made up of 40 building
blocks consisting of different experiences and favorable
qualities that foster positive development for youth. The list
of assets includes 20 internal assets and 20 external assets.
• Core areas of the external assets are: support,
empowerment, boundaries and expectations, and
constructive use of time.
• Core areas of the internal assets are: commitment to
learning, positive values, social competencies, and positive
identity.
• Most mentees reported positive effects from the GEARS program in
the following areas: grades, attitude, relationships, and aspirations.
• Of the 13 students who were involved in the study, nine reported
that their grades had improved.
• The most common improvement was that they now get their work
done and turned in in a timely manner.
• Nine of the 13 reported they now had time set up to work, get help,
and complete homework.
• Answers showed that a number of students’ attitudes towards
getting homework done had changed.
• 10 of the 13 participants in the study reported being nicer, more
respectful, or thinking about others’ feelings.
• Participants stated that family members were now proud of the
grades and how much they have improved them.
• Some reported making new friends or improving relationships.
• Some mentees stated the program taught them to think seriously
about the future and the importance of never giving up.
• Several mentees stated that the program helped them realize what
they wanted to do when they grow up and that the GEARS program
would help them achieve those dreams.
Introduction
• Education is one of the biggest foundations of American Society.
The idea is that everyone has an equal opportunity to improve
their life through education.
• Mentoring programs are growing rapidly in our country, as part
of a solution to closing the enormous achievement gap between
different socioeconomic levels of people in our country.
• Mentoring, as defined by Rhodes (2002), is “a relationship
between an older, more experienced adult and an unrelated,
younger protégé – a relationship in which the adult provides
ongoing guidance, instruction, and encouragement” (p. 3).
• There are over 3 million children in a mentoring program in the
U.S. alone.
• The goal of these programs is for youth to learn how to better
deal with academic and social obstacles.
• At-risk children as have at least one of the following
characteristics: Retention in grade level, below average
attendance, behavioral problems, low socioeconomic status or
poverty, violence, low achievement, substance abuse, or teenage
pregnancy (Slavin & Madden, 2004) .
• A child who possesses one or more of these characteristics is at
an increased likelihood of school failure and of dropping out of
school completely.
Methods
• A qualitative approach was used to gain understanding and insight
from the participants’ experiences.
• Questionnaires and interviews were used to investigate the effects of
the GEARS mentoring program on its at-risk youth participants.
• Secondary data was also reviewed for the study.
• 13 middle school GEARS participants and two GEARS program
coordinators were involved in the study. Eight of the mentees had
been a part of the program for two years. The remaining five had
participated in GEARS for at least one year.
• The questionnaires completed by the 13 GEARS mentees were
compiled and analyzed to find patterns and consistency across
participant answers.
• Due to personal involvement in the GEARS program, the study
includes outside data secondary data collected by the GEARS
program.
Average Percent of Improved Grades
for GEARS Participants
2010-2011
2010-2011
2011-2012
6th Grade
95
74.7
54.8
7th Grade
---
62.86
56.4
8th Grade
---
---
38.7
Discussion
• GEARS participants reported having better grades, relationships,
attitudes, and aspirations.
• One of greatest challenges was that while working with disadvantaged
populations, they also have to work with several challenging factors
such as truancy, negative attitudes, and lack of support from home.
• Another challenge is fighting the negative stigma that programs such
as these are a punishment rather than a privilege for at-risk youth.
• Problems such as these are a common encounter for most types of
intervention programs and solutions are continually trying to be
found.
• Due to the limited size of the GEARS program, further research
would be necessary to see the overall impact mentoring has over an
extended period of time.
• This research would be crucial to proving that intervention programs
such as mentoring are working to close the achievement gap between
children of different socioeconomic backgrounds.
• Overall, a larger study would yield a more in depth evaluation of
mentoring programs and the effect they have on at-risk youth.