Language is crucial to understanding human cognition, as it allows for conceptualization, more abstract thinking, and enables far greater capability for problem-solving, conveying ideas, symbolic thinking, and numerous other advanced cognitive actions. Human speech is learned motor behavior, and as such requires preparatory motor behavior (e.g., preceding a long bout of speech, people will take a deep breath). Songbirds, like zebra finches, produce song that is remarkably similar physiologically and neurologically to human speech, and also requires preparatory motor behavior and respiration. Understanding the relationships between different parts of song allows for greater understanding of the nature of learned vocalization. Using a pressure transducer and a surgically implanted cannula, we monitored air pressure during zebra finch song. Final analyses will assess the relationships between introductory notes and the first syllable of song. The relationships between notes will provide further information on the purpose of introductory notes in song, which may in turn aid our understanding of motor and cognitive preparation for speech.

In a devaluation procedure, a primary reinforcer (e.g., food) is paired with an aversive outcome (e.g., illness), which results in a reduction of the response (e.g., a lever press) that previously led to the reinforcer. According to the hedonic shift hypothesis, reexposure to the reinforcer after devaluation is necessary to observe the devaluation effect (e.g., reduced responding). This prediction has been supported by findings with devaluation of a primary reinforcer, but also with devaluation of a stimulus (e.g., a light) paired with the primary reinforcer, known as a conditioned reinforcer (CDR). An elevation procedure involves pairing a low-value reinforcer with a high-value reinforcer. The current experiment examined whether devaluation or elevation of a CDR could occur with reexposure. Rats were trained to lever press for an audiovisual CDR previously paired with a low (sucrose) or high (chocolate-pellet) value reinforcer. During a single pairing, the CDR’s value was then either upshifted (sucrose → chocolate-pellet), downshifted (chocolate-pellet → sucrose), or unshifted (sucrose → sucrose) in separate groups. After CDR reexposure, all groups responded similarly, despite some receiving devaluation or elevation. The effectiveness of a CDR paired with a low value reinforcer, factors that influence the effectiveness of CDR training, and the challenges of a single-pairing procedure will be discussed.

Individuals that experience multiple forms of traumatic events are more susceptible to a number of negative outcomes including, but not limited to, delinquency and difficulties with self-regulation (Cook et al., 2005; Kelley et al., 1997; Ireland et al., 2015). As youth in the legal system (YLS) are more susceptible to higher rates of traumatic events and low self-regulation, this is a key population to consider when evaluating the relationship between trauma and the development of self-regulation. Additionally, research has shown that youth that experience parenting consistent with secure attachment are more likely to develop strong self-regulation (Bernier et al., 2010; Lengua et al., 2007). Thus, within the population of YLS it is also important to consider how tendencies toward insecure attachment styles (i.e., anxious and avoidant) influence self-regulation. This study examined whether the number of traumatic events influenced self-regulation, as measured by difficulties in emotion regulation and deficits in executive function. The study also examined the relationships between insecure attachment styles and self-regulation. Data utilized in the current study were from an ongoing 5-year longitudinal project targeting YLS. Correlation and simple linear regression analyses were used to address relationships among the five factors. Results indicated a significant positive association between traumatic events and both forms of self-regulation (i.e., difficulties in emotion regulation and deficits in executive function). A significant positive relationship was also found between both insecure attachment styles (i.e., anxious and avoidant) and difficulties in emotion regulation. No relationship was found between insecure attachment styles and deficits in executive function. Results of this study provide preliminary evidence of the relationships between attachment styles and trauma on self-regulation, indicating trauma and attachment as potential underlying mechanisms of self-regulation. These results are informative for interventions targeting positive change in self-regulation within the population of YLS.

The development of better signal-to-noise processing of important sensory stimuli is adaptive. Research with humans has found that visual cues presented before (pre) or after (retro) the occurrence of relevant environmental events direct attentional resources toward those events, improving reaction time and accuracy of detection. Nonetheless, it is not clear if these cues direct attention to specific features of the relevant stimuli, the surrounding environment, or some other characteristics of the situation. Identifying visual search patterns using techniques like eye tracking may clarify the mechanisms that support improved performance, particularly when pre and retro-cues are involved. Students between the ages of 18-35 were recruited using TCU SONA System. Participants were asked to compare a probe stimulus to a sample stimulus based on its identity or location, using visual pre and retro-cues (coloured backgrounds). We hypothesized that participants will exhibit higher accuracy and lower reaction time on cued trials compared to control trials (neutral cues), as well as longer fixations to the center of the object on spatial trials, and longer saccadic amplitude on identity ones. These results have implications for the design of instrument panels and implementation of training techniques (e.g., equipment and sports).

Environmental socio-scientific topics are commonly taught in university courses. Interestingly, researchers, who have utilized climate change as a socio-scientific issue, have identified that following engagement in planned activities, students experienced an increase in content knowledge but could not view themselves as environmental agents of change (Ballantyne et al., 2016; Shepardson et al., 2011; Stevenson et al., 2014). Science literacy for environmental issues is vital. However, if students lack the ability to see themselves as being able to assist or have agency in the mitigation of environmental issues, these problems will persist. Community (citizen) science is an instructional method that falls under the experiential learning umbrella and has been explained as “the engagement of non-professionals in scientific investigations – asking questions, collecting data, or interpreting results” (Miller-Rushing et al., 2012, p. 285). McKinley et al. (2017) advocated that engagement with community science prepares and empowers participants for involvement in policy discussions and decisions and to educate and motivate their communities to participate in conservation. Applying this notion to community science projects centered on environmental issues suggests that students may be more likely to be motivated to engage in environmental action following engagement with community science activities. While there are a few research studies that have utilized community science to study undergraduates' motivations, gains in content knowledge, and interests in science; even fewer studies have been conducted in undergraduate courses to study undergraduates’ self-efficacy for science and environmental action. The participants in this study are science major and non-science major undergraduate students (18 years or older) enrolled in a Ranch Management core curriculum course at a university in the Southern region of the U.S. The primary objectives of this study are to identify the degree to which non-science majoring and science majoring undergraduate students’ self-efficacy for learning and doing science changes after engaging in a community science intervention. Preliminary findings indicate that both groups increased efficacy while differences were found. The findings from this research will contribute to informing educators in science departments about non-science and science majoring undergraduate student experiences with socio-scientific-based community science projects.