Exploring the Origins of Diffuse Hydrogen Clouds Around the Andromeda Galaxy

Type: Graduate
Author(s): Johanna Vazquez Physics & Astronomy
Advisor(s): Kathleen Barger Physics & Astronomy

Between the Andromeda (M31) and Triangulum (M33) galaxies lies a population of neutral hydrogen clouds which have velocities in between M31 and M33. The origin of these clouds is unknown, and it is thought that they could represent (1) a tidal bridge that links M31 with one of its satellite galaxies, (2) an inflowing intergalactic medium stream, (3) halo gas condensations, or (4) tidally-stripped material from a population of satellite galaxies. To ascertain the origin(s) of these clouds, we embark on a UV absorption and radio-line study to constrain their chemical composition. We assessed the ionization state of the gas using photoionization modeling with Cloudy that we anchored using HI and ion column densities that we measured from our Green Bank Telescope and HST/COS datasets. Through this work, we resolve the properties of a single gaseous stream of M31 along multiple sightlines, aiding in our understanding of L* galaxy ecosystems.

Introductory Notes as Motor Preparatory Motor Gestures Underlying Zebra Finch Song

Type: Graduate
Author(s): Soseh Asadoorian Psychology Kevin Bien Psychology Andrew Magee Psychology Dimitri McLain Psychology Samantha Shah Chemistry & Biochemistry Emily Sugg Psychology
Advisor(s): Brenton Cooper Psychology
Location: Basement, Table 4, Position 3, 11:30-1:30

Humans produce complex and learned behaviors like speech, playing musical instruments, and sports through exceptional motor abilities. These learned actions need specific motor planning and preparation. Researchers use songbirds in part because they produce a stereotyped motor sequence whenever they engage in singing behavior. Further, Zebra Finches learn their song through vocal production learning, similar to human speech acquisition; they mimic their adult male tutor's song and reproduce a similar version in adulthood. This motor learning process leads to the generation and execution of a highly skilled and stereotyped motor program production. Before the song, Zebra finches sing a sequence of introductory notes that are short-duration, non-stereotyped sounds. Previous work has speculated that these introductory notes are a form of motor preparation, but an experimental test of this hypothesis has not been conducted. This study casually examines the role of introductory notes as a motor preparation phase to help transition to executing the main song motor sequence. To distinguish motor preparation from song execution, we reasoned that presenting an external stimulus would delay preparation but not execution. We used air pressure recording to identify introductory notes and triggered white-noise playback during the introductory note performance in six birds and found that the external stimulus led to a delay, which can lead to interruption of the typical song motor pattern (e.g., abnormal pauses). Whereas the same stimulus presented during the song either caused an abnormal early termination of the motor program or did not affect the song (continuation), but it did not delay the execution of the song's motor gestures. Our findings suggest that introductory notes are flexible and modifiable by external stimuli, which is consistent with the hypothesis that they function as a preparatory motor gesture for the upcoming stereotyped song.
Understanding motor planning can provide insight into neurological, behavioral, speech, and motor disorders that are characterized by deficits in neuromuscular preparation.

I Think Your House is Haunted: Associations Between Adverse Childhood Experiences (ACEs) and Existential Isolation

Type: Graduate
Author(s): Tiffany Bui Psychology Kayla Rabb Psychology
Advisor(s): Cathy Cox Psychology
Location: Basement, Table 8, Position 1, 11:30-1:30

Existential isolation can be described as the experience of feeling alone in one’s experience of the world; that no one shares your experience or comes close to understanding it (Pinel et al., 2017). Research on existential isolation remains novel, however current findings among those chronically existentially isolated has found significant associations with a host of negative affective outcomes, including increased loneliness (Pinel et al., 2017), death thought accessibility (Helm et al., 2019), depression and anxiety (Constantino et al., 2019), and reduced self-esteem and self-worth (Helm et al., 2018). Finally, there is novel and consistent evidence that existential isolation is related to insecure attachment, specifically avoidant attachment (Helm et al., 2020).

Recent literature has found that adverse early life experiences are one of the factors that can proactively influence adult well-being, resulting in consequences such as anxiety and depressive disorders, and suicidal ideation (Hays-Grudo and Morris, 2020). Additional work has also shown that childhood abuse was uniquely associated with greater loneliness among young adults (Landry et al., 2022) but the impact of early life experiences on loneliness can be impacted by a multitude of factors including, but not limited to, age, gender, socioeconomic factors, and epigenetic factors (Southwick et al., 2014). While loneliness is inherently a part of the feeling of existentially isolated, existential isolation itself is distinct in theoretically meaningful ways that this study aims to investigate through the lenses of adverse childhood experiences and childhood uncertainty. This present study aims to qualitatively examine the relationship between adverse childhood experiences and existential isolation among adult individuals. Our findings across two studies established a positive association between individuals who have experienced adverse childhood experiences and existential isolation.

Type: Graduate
Author(s): Tiffany Bui Psychology
Advisor(s): Cathy Cox Psychology

Redefining Success: What Formerly Incarcerated Individuals Value in Life

Type: Graduate
Author(s): Renee castillo Psychology Kevin Knight Psychology Thomas Sease Psychology
Advisor(s): Thomas Sease Psychology
Location: SecondFloor, Table 7, Position 2, 1:45-3:45