Showing papers by "Erin Michelle Buchanan published in 2017"

The Role of Personality, Authoritarianism and Cognition in the United Kingdom’s 2016 Referendum on European Union Membership

Abstract: The results of the United Kingdom’s 2016 referendum on European Union (EU) membership have highlighted deep societal divides. In six studies, we examined the role of personality traits, cognition and cognitive biases in relation to referendum voters' choices. A total of 11,225 participants completed questionnaires and controlled experiments, which assessed differences in personality traits, levels of authoritarianism, numeracy, thinking styles, and susceptibility to cognitive biases including ideologically motivated numeracy and reasoning, framing, and the Dunning-Kruger effect. Participants expressing an intent to vote to leave the EU reported significantly higher levels of authoritarianism and conscientiousness, and lower levels of openness and neuroticism than voters expressing an intent to vote to remain in the EU. When compared with Remain voters, Leave voters displayed significantly lower levels of numeracy and appeared more reliant on impulsive System 1 thinking. In the experimental studies, voters on both sides were found to be susceptible to the cognitive biases tested, but often, unexpectedly, to different degrees. These results raise important questions regarding the use and framing of numerical and non-numerical data for public consumption.

Do Concepts of Depression Predict Treatment Pathways? A Closer Look at Explanatory Models Among Clinical and Nonclinical Samples in Uganda.

Abstract: Objective Explanatory models (EMs) are a collection of beliefs about a disorder that can help us understand help-seeking and treatment pathways in diverse contexts. In 2 related studies, we explore EMs about depression held among both clinical and nonclinical samples in Uganda. To explore the potential of EMs to predict help seeking, we assessed the relationship between 2 main aspects of the EM: problem conceptualization and treatment. Method In Study 1, we interviewed and assessed EMs of depression for 135 lay community members and 111 professional practitioners using a vignette. In Study 2, we assessed actual EMs among 33 clinically depressed adults. We transcribed all interviews and analyzed and coded the content. In Study 1, we used logistic regression to examine the relationship of problem conceptualization and stigma to treatment choice; in Study 2, we used Fisher's exact tests to examine the relationship between conceptualization and treatment. Sociodemographics such as age, income, and language were also examined. Results Interviews elicited a diverse range of beliefs about the nature of depression and the types of treatment needed. However, problem conceptualization did not predict treatment in either group. Instead, education and interview language predicted treatment in clinical and nonclinical samples. Conclusion Although EMs can be useful for both exploring mental health and treatment-related beliefs in clinical settings and developing mental health services, contextual factors may be more significant predictors of help seeking.

Using Undergraduate Learning Assistants to Aid in Course Redesign

Abstract: Research has identified potential difficulties for students enrolled in large classes. Large classes reduce opportunities for faculty-student interaction, which may predict decreased learning, retention rates, and student performance. It is therefore important to increase opportunities for faculty-student interaction. One successful tactic for increasing this interaction in large classes involves the utilization of undergraduate peers as class assistants. This manuscript describes the implementation of Undergraduate Learning Assistants (ULAs) in large sections of Introductory Psychology at Missouri State University, utilizing data collected prior to this manuscript. Further, this manuscript is a review of the implementation of ULAs at Missouri State submitted by students who have served in the position. ULAs mentor students, act as facilitators between the instructor and students, and lead study sessions before each unit exam outside of the classroom. While multiple positive outcomes have been observed by means of data collection and student feedback pertinent to learning outcomes and academic success, students also rated the ULAs and their study sessions as effective. Additionally, higher levels of course staff-student interaction has also been observed. Although related work has been published regarding the specific target domains of course redesign, this manuscript provides readers with information on how to implement ULAs with respect to each of the delineated target areas.

Latent Semantic Analysis Applied to Authorship Questions in Textual Analysis

Abstract: 10 This study used a multi-dimensional text modeling technique, latent semantic analysis 11 (LSA), to examine questions of authorship within the biblical book Isaiah. The 12 Deutero-Isaiah hypothesis, which cites significant lexical and semantic differences within 13 Isaiah as evidence for tripartite authorship, is well supported among biblical scholars. This 14 quantitative textual analysis explored authorship and contextual semantics of Isaiah through 15 LSA by examining the cosine vector relatedness between and across chapters and proposed 16 authors. Because of the general semantic asymmetry across Isaiah, it is reasonable to 17 conclude that a portion of Isaiah’s semantic change is the result of multiple authorship. 18 Further, our analysis helps demonstrate how statistically focused psycholinguistic work may 19 be used to answer seemingly philosophical or subjective questions in other research fields. 20

Perceived Grading and Student Evaluation of Instruction

Abstract: We analyzed student evaluations for 3,585 classes collected over 20 years to determine stability and evaluate the relationship of perceived grading to global evaluations, perceived fairness, and appropriateness of assignments. Using class as the unit of analysis, we found small evaluation reliability when professors taught the same course in the same semester, with much weaker correlations for differing courses. Expected grade and grading related questions correlated with overall evaluations of courses. Differences in course evaluations on expected grades, grading questions, and overall grades were found between full-time faculty and other types of instructors. These findings are expanded to a model of grading type questions mediating the relationship between expected grade and overall course evaluations with a moderating effect of type of instructor.