This website uses cookies to store information on your computer. Some of these cookies are used for visitor analysis, others are essential to making our site function properly and improve the user experience. By using this site, you consent to the placement of these cookies. Click Accept to consent and dismiss this message or Deny to leave this website. Read our Privacy Statement for more.
Psi Chi Journal Summer 2006

PSI CHI JOURNAL

Volume 11.2 | Summer 2006
Download This Issue - All articles are now free.

The Effect of Local and Global Visual Cues on the Tilt Illusion

Ellen L. Schroeder and Amber Levendusky, University of Wisconsin, Stevens Point

ABSTRACT: The tilt illusion (TI) is an illusion of orientation where a vertical line appears to be rotated away from slanted inducing lines. The apparent divergence of the 2 lines is called angle expansion. We hypothesize the TI is the sum of 2 mechanisms, one producing angle expansion which is limited to local cues, and the other angle contraction which is affected by global cues. Participants made judgments about the horizontal alignment of 2 dots presented in the gap between 2 fields of slanted lines. We varied the slope of the lines and the gap size. As predicted, by reducing local cues by introducing a blank gap between the fields of slanted lines, we found a TI characterized by angle contraction.

https://doi.org/10.24839/1089-4136.JN11.2.51


Examining Hypermnesia in Free and Serial Recall

Melissa S. Lehman and Matthew R. Kelley, Lake Forest College

ABSTRACT: The present study was designed to further examine the relationship between hypermnesia and order retention. The experiment examined free- and serial-recall performance while using more ecologically-valid stimuli (20 actions that might occur in a park—throwing a Frisbee, reading a newspaper, etc.) than are typically used in hypermnesia studies (i.e., words and pictures). Three successive free-recall tests revealed positive hypermnesia, whereas 3 successive serial-recall tests displayed no change in performance across tests.

https://doi.org/10.24839/1089-4136.JN11.2.57


Age Differences in Eating Disordered Behavior and Its Correlates

Jenna Elgin and Mary Pritchard, Boise State University

ABSTRACT: Eating disorders threaten the physical and mental health of an alarming number of people today. Eating disorders are serious and can be life threatening, therefore it is imperative that researchers investigate factors that may contribute to body image dissatisfaction and eating disordered behavior. The goals of this study were to determine whether there are significant differences in the level of eating disorders and body dissatisfaction between different age groups and whether different age groups have different factors contributing to disordered eating and body dissatisfaction. Results indicate that older groups are just as vulnerable to disordered eating and body dissatisfaction as are younger groups. In addition, different factors, including mass media, self-esteem, perfectionism, negative affect, anxiety, and self-focus, relate to disordered eating and body dissatisfaction in different age groups.

https://doi.org/10.24839/1089-4136.JN11.2.63


Gender Roles and Personality Disorders

Nozomu Ozaki and William E. Snell, Jr., Southeast Missouri State University

ABSTRACT: Although many professionals have theorized that gender may be associated with personality disorders, there is little research that has directly assessed how gender roles affect personality disorders. The present study was conducted to discover whether gender-role phenomena, as assessed by the Personal Attributes Questionnaire (PAQ; Spence, 1993), the Multidimensional Gender Consciousness Questionnaire (MGCQ; Snell & Johnson, 2004), and the Masculine Behavior Scale (MBS; Snell, 1989), would be associated with the Diagnostic and Statistical Manual of Mental Disorders, fourth edition (DSM-IV; American Psychiatric Association [APA], 1994) personality disorders. Canonical correlation results showed that several gender role tendencies were directly associated with symptoms on 8 of the DSM-IV personality disorders. The discussion deals with the implications of the findings.

https://doi.org/10.24839/1089-4136.JN11.2.71


Can You Raed This Srcmabeld Msesgae? Testing a Mass E-mail Assertion

Jennifer Stover, Tiffany Dismuke, Christie Nelson, and Jon E. Grahe, Monmouth College

ABSTRACT: This research examined the effects of reading a passage when the letters in words were scrambled. It was conducted as a class project in response to an anonymous mass e-mail that claimed there was no effect on reading as long as the first and last letters of a word were properly placed (i.e., palced). The hypotheses of this experiment were that the scrambling of letters in words would: (a) increase latency, (b) increase frustration, (c) decrease comfort, and (d) reduce comprehension (perceived and actual). Participants read 1 of 4 paragraphs that varied in length and whether they were scrambled, then completed a short survey. The findings suggested that scrambling a word influenced reading latency, frustration, and comfort with the message, but not comprehension. Theoretical implications of these findings were discussed.

https://doi.org/10.24839/1089-4136.JN11.2.77


Refining Use of APA Style: Eliminating Common Errors

Christopher L. Aberson, Humboldt State University; David P. Nalbone, Purdue University Calumet

ABSTRACT: Researchers and students often fail to master the specifics of APA style when writing psychology papers. In this article, we review common errors in writing and format that we regularly observe in student papers and provide several examples of how to conform to APA style. In addition, we discuss the rationale behind some of the stylistic guidelines to demonstrate to students that there is a reason for each aspect of APA style and to facilitate a more complete understanding of formatting rules. This article serves as a guide for instructors' grading adherence to APA style and for students and researchers writing in APA style.

https://doi.org/10.24839/1089-4136.JN11.2.84

Psi Chi Central Office
651 East 4th Street, Suite 600
Chattanooga, TN 37403

Phone: 423.756.2044 | Fax: 423.265.1529

© 2019 PSI CHI, THE INTERNATIONAL HONOR SOCIETY IN PSYCHOLOGY

Certified member of the
Association of College Honor Societies