Jury Verdict as a Function of The Defendant's Prior Record And Apparent Guilt

This study is concerned primarily with the effect of knowledge of a defendant's prior criminal record on jury verdict behavior and deliberation time. The effect of presence of prior record is investigated across three levels of evidence, ranging from high to low apparent guilt. In addition. the jurors' manner of information integration is explored, using their responses on several rating tasks.Psycholog

Cutting Carbon from the Shopping Cart: Consumer Perceptions of a Carbon Label on Food Products

Honors (Bachelor's)EnvironmentUniversity of Michiganhttps://deepblue.lib.umich.edu/bitstream/2027.42/139605/1/ebedrick.pd

Cognitive and Affective Theory of Mind in Children with Callous-Unemotional Traits

Children with callous-unemotional (CU) traits, the childhood analogue of psychopathy, represent a subset of children with conduct disorder who demonstrate the earliest, most severe, and most persistent antisocial behavior (Frick & Ellis, 1999). Attention is being increasingly turned towards the etiology and identification of early warning signs of these traits, but relatively little is known about their developmental antecedents and correlates. The current study aims to examine a unique social cognitive pattern observed in children with CU traits such that compared to their typically developing peers, they have intact or heightened cognitive Theory of Mind (ToM) skills in combination with pervasively deficient affective ToM skills (Jones et al., 2010; Schwenck et al., 2012; Centifanti, Meins, Fernyhough, 2015; Anastassiou-Hadjicharalambous & Warden, 2008; Woodworth & Waschbusch, 2008; Blair & Coles, 2000; Loney et al., 2003; Wolf & Centifanti, 2013). That is, they are able to understand what others think, know, and believe, but struggle to understand how other people feel and why. The current study was conducted using data collected as part of the Pittsburgh Girls Study to examine the relationship between CU traits and cognitive and affective ToM in a sample of girls from ages 6 to 17 years. The specific aims were to 1) identify and distinguish applied affective ToM and applied cognitive ToM; 2) examine predictive associations between CU traits, conduct disorder, and both ToM factors; and 3) examine the stability in CU traits in girls from age 6 to age 17, the stability of applied ToM in early adolescence, and the bidirectional relationship between CU traits and applied ToM over time. A confirmatory factor analysis revealed that a two-factor ToM model demonstrated excellent model fit, suggesting that looking at cognitive and affective ToM skills separately yields meaningful information about developing social cognitive skills. As hypothesized, CU traits at age 6 significantly positively predicted applied cognitive ToM and negatively predicted applied affective ToM at age 11. CU traits in girls demonstrated relatively high stability across all ages. Consistent with the pattern from age 6 to age 11, CU traits at age 11 significantly positively predicted applied cognitive ToM and significantly negatively predicted applied affective ToM at age 14. However, contrary to our hypotheses, CU traits at ages 14 and 17 were not significantly predicted by applied ToM skills at the previous age, suggesting limited bidirectionality. Taken together, these findings support the idea that children with CU traits exhibit a unique ToM profile. By continuing to examine this profile, we will better understand developmental precursors of CU traits, the implications CU traits have for peer relationships, the best targets for CU-specific interventions, and the most effective means through which to try to alter the trajectory of these traits in early childhood

Advanced Data Analysis - Lecture Notes

Lecture notes for Advanced Data Analysis (ADA1 Stat 427/527 and ADA2 Stat 428/528), Department of Mathematics and Statistics, University of New Mexico, Fall 2016-Spring 2017. Additional material including RMarkdown templates for in-class and homework exercises, datasets, R code, and video lectures are available on the course websites: https://statacumen.com/teaching/ada1 and https://statacumen.com/teaching/ada2 . Contents I ADA1: Software 0 Introduction to R, Rstudio, and ggplot II ADA1: Summaries and displays, and one-, two-, and many-way tests of means 1 Summarizing and Displaying Data 2 Estimation in One-Sample Problems 3 Two-Sample Inferences 4 Checking Assumptions 5 One-Way Analysis of Variance III ADA1: Nonparametric, categorical, and regression methods 6 Nonparametric Methods 7 Categorical Data Analysis 8 Correlation and Regression IV ADA1: Additional topics 9 Introduction to the Bootstrap 10 Power and Sample size 11 Data Cleaning V ADA2: Review of ADA1 1 R statistical software and review VI ADA2: Introduction to multiple regression and model selection 2 Introduction to Multiple Linear Regression 3 A Taste of Model Selection for Multiple Regression VII ADA2: Experimental design and observational studies 4 One Factor Designs and Extensions 5 Paired Experiments and Randomized Block Experiments 6 A Short Discussion of Observational Studies VIII ADA2: ANCOVA and logistic regression 7 Analysis of Covariance: Comparing Regression Lines 8 Polynomial Regression 9 Discussion of Response Models with Factors and Predictors 10 Automated Model Selection for Multiple Regression 11 Logistic Regression IX ADA2: Multivariate Methods 12 An Introduction to Multivariate Methods 13 Principal Component Analysis 14 Cluster Analysis 15 Multivariate Analysis of Variance 16 Discriminant Analysis 17 Classificationhttps://digitalrepository.unm.edu/unm_oer/1002/thumbnail.jp

Jury Behavior as a Function of the Severity and Nature of the Defendant's Prior Criminal Record

Psycholog

In Situ and Satellite Measured Temperature Comparability

Following the International Geophysical Year in the late 1950's, small meteorological rockets caught the interest of scientists as a potentially inexpensive method to obtain meteorological information (density, temperature, wind) above balloon-borne radiosonde altitudes. These small rocketsondes have served many important observational roles in terms of studies conducted of atmospheric structure and processes, enabling many new ideas about the atmosphere to emerge. Although no longer manufactured a small residual inventory of meteorological rocketsondes exist for specific research projects. The value of data from meteorological rocketsondes is without question but with their disappearance data from many different satellites are filling the need, some able to resolve high-altitude temperatures quite well. However, the rocketsonde vertical profile is more localized to the launch site whereas satellites move several kilometers per second. The objective of this presentation is to compare in situ temperature data with remotely measured/retrieved temperature data. There have been a number of U.S. conducted missions utilizing the passive falling sphere data that we use to verify the comparability of retrieved temperatures from these satellites. Missions, some as early as 1991, were conducted in polar, equatorial, and mid-latitude locations. An important aspect is that a single satellite profile compared to a falling sphere profile often does not agree while high density satellite measurements when averaged over an area near the rocketsonde data area seems to be in better agreement. Radiosonde temperature data are used in the analysis when appropriat

Individual differences in toddlers' social understanding and prosocial behavior: Disposition or socialization?

We examined how individual differences in social understanding contribute to variability in early-appearing prosocial behavior. Moreover, potential sources of variability in social understanding were explored and examined as additional possible predictors of prosocial behavior. Using a multi-method approach with both observed and parent-report measures, 325 children aged 18-30 months were administered measures of social understanding (e.g., use of emotion words; self-understanding), prosocial behavior (in separate tasks measuring instrumental helping, empathic helping, and sharing, as well as parent-reported prosociality at home), temperament (fearfulness, shyness, and social fear), and parental socialization of prosocial behavior in the family. Individual differences in social understanding predicted variability in empathic helping and parent-reported prosociality, but not instrumental helping or sharing. Parental socialization of prosocial behavior was positively associated with toddlers' social understanding, prosocial behavior at home, and instrumental helping in the lab, and negatively associated with sharing (possibly reflecting parents' increased efforts to encourage children who were less likely to share). Further, socialization moderated the association between social understanding and prosocial behavior, such that social understanding was less predictive of prosocial behavior among children whose parents took a more active role in socializing their prosociality. None of the dimensions of temperament was associated with either social understanding or prosocial behavior. Parental socialization of prosocial behavior is thus an important source of variability in children's early prosociality, acting in concert with early differences in social understanding, with different patterns of influence for different subtypes of prosocial behavior