Laterality Across the Lifespan: The Effects of Task Complexity

The current study aimed to build on the work of Gooderham & Bryden (2013) by comparing the effects of task complexity on hand selection across the lifespan. It was hypothesized that the increasing complexity of a task would override a biomechanically efficient movement such that participants would use only the preferred hand to complete the task. It was also hypothesized that older adults would perform similarly to young children with respect to switch points in space. Four age groups of participants (3-7 year olds, 8-12 year olds, 18-25 year olds and adults over 70 years) completed the newly designed Hand Selection Complexity Task (HSCT) which is an observational method designed to investigate the effects of task difficulty on hand selection in terms of Fitts’ Law. The measures allows for the proximity of reaches to remain the same, while manipulating task difficulty. Participants also completed the Long Pegboard (Bryden, et al., 1994), which measured the behavioural preference of hand selection. Finally, participants completed the Waterloo Handedness Questionnaire, to determine hand preference. Results indicated that young children and seniors required an increased amount of time to complete the HSCT at all difficulty (ID) levels. However, with respect to a complexity switch point, no significant differences were found between young adults and seniors indicating a similar performance. Young children and older children preferred to switch to using their preferred hand to complete the task, regardless of spatial location. Conversely, both the young adults and the seniors utilized the hand in closest proximity to the task. Results for the Long Pegboard task again indicated that young children and older adults required significantly more time to complete the task compared to the other two populations. Results of the current study suggested that age does play an important role on determining hand preference in order to perform a task. As task complexity increased, the time to complete the task also increased, which was true for all age groups. With increasing task complexity, older children tended to switch to use the preferred hand to complete the task, regardless of spatial location of the task. No differences were found in the performance of the task by young adults and seniors in terms of the emergence of a complexity switch-point

Making the Case for Faculty and Staff Diversity and Inclusion Training at Merrimack College

Diversity and inclusion training is essential for long-term success and sustainability of an organization, especially institutions of higher education (Cocchiara, Connerley, & Bell, 2010; Cunningham, 2012). This capstone investigates the necessity and benefits of diversity and inclusion training, as well as effective training structures to contextualize the resulting curriculum model. This curriculum addresses an underlying institutional leadership gap at Merrimack College where faculty and staff are not adequately trained or provided with sufficient opportunities to engage in diversity and inclusion training. Feminist Standpoint Theory (Collins, 1997) and Transformational Learning Theory (Mezirow, 2000) provide the theoretical grounding to establish this foundational diversity work and expand it further to create a diversity and inclusion training curriculum for faculty and staff at Merrimack College that dismantles the dominant discourse that sustains oppression, socialization, and marginalization. This capstone proposes initial educational resources that should be utilized as a foundation to adapt more strategic and comprehensive plans around building a more diverse and inclusive campus. This includes developing faculty and staff who are culturally competent, inclusive, and able to subvert and dismantle the dominant discourse. This capstone works to spur development of inclusive educational practices that will benefit Merrimack as a whole

Laterality Across the Lifespan: The Effects of Task Complexity

The current study aimed to build on the work of Gooderham & Bryden (2013) by comparing the effects of task complexity on hand selection across the lifespan. It was hypothesized that the increasing complexity of a task would override a biomechanically efficient movement such that participants would use only the preferred hand to complete the task. It was also hypothesized that older adults would perform similarly to young children with respect to switch points in space. Four age groups of participants (3-7 year olds, 8-12 year olds, 18-25 year olds and adults over 70 years) completed the newly designed Hand Selection Complexity Task (HSCT) which is an observational method designed to investigate the effects of task difficulty on hand selection in terms of Fitts’ Law. The measures allows for the proximity of reaches to remain the same, while manipulating task difficulty. Participants also completed the Long Pegboard (Bryden, et al., 1994), which measured the behavioural preference of hand selection. Finally, participants completed the Waterloo Handedness Questionnaire, to determine hand preference. Results indicated that young children and seniors required an increased amount of time to complete the HSCT at all difficulty (ID) levels. However, with respect to a complexity switch point, no significant differences were found between young adults and seniors indicating a similar performance. Young children and older children preferred to switch to using their preferred hand to complete the task, regardless of spatial location. Conversely, both the young adults and the seniors utilized the hand in closest proximity to the task. Results for the Long Pegboard task again indicated that young children and older adults required significantly more time to complete the task compared to the other two populations. Results of the current study suggested that age does play an important role on determining hand preference in order to perform a task. As task complexity increased, the time to complete the task also increased, which was true for all age groups. With increasing task complexity, older children tended to switch to use the preferred hand to complete the task, regardless of spatial location of the task. No differences were found in the performance of the task by young adults and seniors in terms of the emergence of a complexity switch-point

2nd Place Contest Entry: International Adoption: Its Rise in the United States and Downfall in the Education System

This is Nicole Williams\u27 submission for the 2019 Kevin and Tam Ross Undergraduate Research Prize, which won second place. It contains her essay on using library resources, a three-page sample of her research project on developmental challenges and its implication on education for international adoptees, and her works cited list. Nicole is a junior at Chapman University, majoring in Psychology and Integrated Educational Studies. Her faculty mentor is Dr. Anne Steketee