Students frequently encounter challenging and complex concepts throughout their academic career. For example, organic chemistry courses often require students to learn how to identify different chemical compounds by their structure. Understanding these concepts is crucial for academic success. The present research explored practice testing as a strategy that could benefit this type of complex category learning. Prior research on practice testing and category learning has yielded mixed results. Jacoby and colleagues (2013) found that classification performance benefited from practice testing as compared to restudying categories. However, Babineau et al. (2022) did not find a benefit of practice testing for complex category learning. The current research explored the effect of practice testing on category learning to establish when practice testing benefits learning. Specifically, we examined two important components that may impact practice testing benefits; self-regulated study and the number of to-be learned categories. We manipulated the study strategy (practice testing versus study) and the learning context (experimenter-controlled versus self-regulated) between-participants during a complex category learning task. Throughout the task, participants learned to categorize organic chemistry compounds. Participants in the practice testing groups learned the chemical categories by classifying each exemplar into the correct category and received corrective feedback after each trial. Participants in the study groups studied the exemplars without practicing category classification nor did they get feedback on their learning. Participants were also assigned to a learning context condition. Participants in the experimenter-controlled groups learned the categories in a fixed interleaved order that was determined by the experimenter. Participants in the self-regulated group made their own decisions about which categories to study (compounds from the same category or compounds from different categories) after each trial. After completing the learning task, participants completed a novel classification test and a studied classification test on the categories they had just learned. To examine the impact of the number of categories, we also manipulated the number of to-be-learned categories (6 categories versus 3 categories; counterbalanced) within-participants. During one phase, participants learned to classify 6 chemical categories. During the other phase, participants learned to classify 3 different chemical categories. In this way, participants completed the learning phase and test phase twice, learning different chemical categories each time. The results revealed that practice testing can benefit complex category learning in some contexts. Practice testing was beneficial relative to studying when participants learned to classify 6 categories but not when participants learned to classify 3 categories. The benefit of practice testing on complex category learning was maintained for self-regulated learning and experimenter-controlled learning. The present results support the use of practice testing as an effective study strategy for complex categorical information. Specifically, students learning many categories at once are likely to see the biggest benefit of practice testing. Future research should examine ways in which practice testing could benefit learning fewer categories as well as additional boundary conditions for the effect of practice testing.

Introduction: The recovery capital model by David Best addresses personal and social resources that an individual possesses to bolster successful substance use treatment outcomes. The five dimensions of Best’s recovery capital model include: personal capital, social capital, community capital, unmet needs, and barriers. More recently, Best developed the REC-CAP assessment which attempts to measure all of the components to recovery capital. The REC-CAP tool serves as a longitudinal measure of recovery for clients. This study is interested in expanding the barriers domain of Best’s REC-CAP assessment to incorporate barriers that may not exist in the current assessment. Through investigation of barriers that clients might experience in recovery, the study will determine what barriers are not addressed in the current REC-CAP assessment and suggest amendments.

Methods: In this study, two focus groups will be held with 5-6 providers from two community partner locations. The focus groups will ask providers about the barriers their clients experience receiving substance use treatment. The focus groups will be recorded, transcribed, and qualitatively analyzed for reoccurring themes discussing barriers in treatment.

Results/Conclusion: Researchers hypothesize and anticipate discussion over medical mistrust of providers, stigma around treatment, and lack of perceived need of treatment as significant barriers mentioned by providers that are not currently addressed in the REC-CAP assessment.

Humans need to attend selectively to items currently in the environment that are most relevant for survival (Griffin & Nobre, 2003). The attentional and working memory processes supporting this behavior benefit from cues that reliably signal which items are most relevant. Previous research has found that 2D visual cues presented before (pre) or after (retro) to-be-remembered items (targets) improve the reaction time to identify the target and the accuracy of visual working memory; however, it is not clear if cues from other modalities (e.g., auditory) would lead to similar results. Given the closer proxy to a real-world visual working memory task, a virtual reality environment was used in the current study. TCU student participants were asked to make a same or different response based on the match (object features or spatial location) of a sample visual stimulus to a subsequently presented visual stimulus. Two independent variables were manipulated. The cue was given before (pre) or after (retro) the target, and the cue was either auditory or visual. We hypothesized that participants will perform better in the pre- and retro-cued trials compared to control, and that an auditory cue will be more effective than a visual. These findings are relevant to classrooms, where auditory and visual cues during a presentation may direct attention toward relevant visual information.

Many students evaluate their instructors at the end of the term to provide feedback to the instructor. These evaluations can be influenced by how effectively course content was delivered. Lecture fluency is the manner in which lecture is delivered and impacts how students view their instructors. Research has found that instructors who deliver fluent lectures (i.e., speak with enthusiastically and with confidence) typically garner higher evaluations from students compared to those who deliver disfluent lectures (i.e., speak unenthusiastically and without confidence). That is, even though lecture fluency may not affect student learning, how the lecture is conveyed influences how students rate their professors on items such as how knowledgeable and effective the instructor is (e.g., Carpenter et al., 2020). However, it remains an open question whether lecture fluency influences evaluations made by another in the instructor. Instructors may be able to relate and give better feedback for a disfluent lecture because they are experts in the field and are aware of the struggles other instructors may have. We evaluated how lecture fluency impacts instructors’ ratings of other instructor’s teaching effectiveness. We also explored if lecture fluency impacts the likeliness of being rated as a good colleague or receiving a promotion by other instructors. University students and college-level instructors were randomly assigned to watch either a fluent or disfluent lecture that contain the same content, then evaluate the instructor. When we compared scores on the evaluation items, we found that both students and instructors gave higher evaluations in the fluent group compared to the disfluent group. Thus, experienced instructors are also susceptible to lecture fluency when evaluating their peers.

The Impact of English as a Second Language to Healthcare Services in Tarrant County, Texas

Introduction: Overcoming language barriers pose a considerable challenge for multilingual individuals, particularly within the context of healthcare. Providers often lack adequate translator or interpreter resources to deliver quality care to people who do not use English as their primary language. Thus, the impact of having a language barrier or absence of a translator has the potential for health consequences and interferes with patient-informed care and decision-making.

Method: This study aimed at learning about the impact of language barriers on patient experiences with a healthcare receipt. Qualitative data were obtained with focus groups in both Spanish and Vietnamese, targeting some of the most common languages in the area outside of English. At each focus group, an interpreter was present based on the given language that was being targeted.

Conclusions: Results exhibited that participant healthcare experiences varied with regard to translator services and language barriers, with some participants encountering serious challenges with understanding their provider. These findings suggest a need for policy change to ensure equitable access to communication across cultures.

Future Implications: In furthering this research, reaching out to different ethnic groups to learn about their experiences is critical for change to occur. Additionally, partnering with healthcare providers to understand the impact of language barriers from their perspective, is necessary to create a shared understanding of need between patient and provider.

Together, but Alone: Existential Isolation is Associated with Lower Well-Being in Romantic Relationships

Rylie Owens, Thomas B. Sease, Matthew Espinosa, and Cathy R. Cox
Texas Christian University

Existential isolation (EI) is the extent to which people feel alone in their experience, as if others cannot relate. (For example, being the only person laughing in a packed movie theater.) Research has demonstrated that higher instances of EI (either as a trait or as a state) are associated with lower emotional and psychological well-being, including greater feelings of anxiety, loneliness, sadness, and lower self-esteem and perceived meaning in life. Although there is some work showing that shared reality (i.e., a perceived commonality between persons) helps to reduce EI and increase friendships, no work has explored whether feeling existentially isolated affects romantic partnerships. One-hundred and eighty participants (30 men, 149 women, 1 non-binary) at a university in Texas, all in romantic relationships, completed measures of EI, relationship satisfaction and commitment, trust, conflict, and cheating intentions. The results revealed that persons scoring high (vs. low) on EI reported less relationship satisfaction, partner commitment, trust, and higher conflict, and cheating attitudes. The implications of these results for romantic relationship well-being will be further discussed.

This research investigates the effectiveness of HOPE Connection 2.0, a revised version of the therapeutic summer camp developed by The Karyn Purvis Institute of Child Development (KPICD) at Texas Christian University (TCU). Focused on Trust-Based Relational Intervention (TBRI), the camp aims to address the needs of vulnerable children and their families. Through a self-report survey administered to participating caregivers, the study evaluates lasting behavioral and relational developments in the family following their camp experience. The research question explores whether HOPE Connection 2.0 optimally benefits families and how it can be enhanced. Objectives include identifying the most beneficial aspects of the camp, suggesting design improvements, and assessing the reception of TBRI teachings by caregivers and children. The findings aim to inform future iterations of the camp, facilitating continuous improvement and adaptation to better serve participants.

Previous research finds that testosterone serves a major role in psychological and physiological preparedness in competitive environments, with higher testosterone predicting better competitive endurance and overall performance. Despite the performance benefits afforded by testosterone production, high testosterone has also been found to be physiologically costly due to suppressing immune function in the short-term and having detrimental health impacts in the long-term. However, no work has experimentally examined whether men and women’s testosterone response is sensitive to the relative costs and benefits of investing in testosterone production. To address this question, participants were asked to compete in a novel task and were randomly assigned to compete for a $5 (low-value reward) or $20 gift card (high-value reward). Additionally, participants were informed that the winner of the reward would be selected based on their performance (effort-based) or would be randomly selected (random-based). Saliva samples were collected before and after the competitive task and assessed to measure changes in free testosterone levels pre- and post-competition. Results revealed that participants in the high-value reward condition produced more testosterone than those in the low-value reward condition. Similarly, participants in the effort-based winner condition had higher testosterone production than those in the random-based winner condition. These findings suggest that physiological endocrine responses are sensitive to psychological experiences which impact the costs and benefits of testosterone production.

Frustration is a negative emotion that occurs when an organism encounters a reward that is of lesser quality or quantity than expected. To research this emotion in animals, we use a paradigm known as consummatory successive negative contrast (cSNC). In this task, rats are exposed to a high concentration sucrose reward and then downshifted to a lower concentration. In response to this downshift, rats inhibit consumption and reject the downshifted reward beyond that of unshifted controls. This bout of negative emotion is also accompanied by the natural release of endogenous opioids, which modulate dopaminergic activity in the brain. Previous research has shown that when opioid receptors are blocked, frustration is enhanced after a 32-4% sucrose downshift. This experiment aimed to further explore this effect using the drug naloxone, which blocks opioid receptors, and different degrees of sucrose downshifts to determine if naloxone will show the same effect with a less extreme 16-4% sucrose downshift. To test this, rats were trained with 32, 16, or 4% sucrose for ten sessions with all animals then receiving 4% sucrose for the next four sessions along with injections of either 2 ml/kg naloxone or saline. Preliminary data suggest a slight decrease in consummatory behavior after naloxone exposure in both downshift-exposed groups compared to saline controls. This suggests that opioid blockers may play a role in augmenting frustration at varying degrees of downshift, inhibiting the ability of the dopaminergic system in the brain associated with reward and sucrose intake.

A relatively novel area of research in social psychology, existential isolation, can be described as feeling that you are alone in your experience of the world, and that others do not share your perspective or can even come close to understanding it. Existing research finds that existential isolation is related to greater death-thought accessibility, depression, and anxiety and is higher among individuals in non-normative groups (e.g. racial/sexual minorities, low socioeconomic status, etc.). However, the totality of how existential isolation effects mental wellbeing, particularly with regards to our self-perception, remains somewhat unclear. The present research studies aimed to examine the association between feeling existentially isolated and different mental wellbeing outcomes, hypothesizing that higher levels of existential isolation would be associated with poorer self-perception. Using self-report survey measures with samples of 302 undergraduate students (Study 1) and 200 MTurk adults (Study 2,) results revealed that higher levels of existential isolation were positively correlated with greater levels of self-dehumanization, rejection sensitivity, and loneliness, but negatively correlated with greater levels of self-esteem and coping self-efficacy. That is, the results suggest that individuals who feel chronically existentially isolated from others in their daily lives may also develop a more negative self-image and view themselves as less able to handle the stressors they may encounter. Overall, these findings provide preliminary evidence of an association between feeling existentially isolated and poor mental wellbeing outcomes with regards to how an individual views themselves and their capabilities. The implications of these findings for the long-term wellbeing, both physical and mental, of existentially isolated individuals, as well as for their social relationships, will be discussed.