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Psychology 490
Dissertation Manual 2014
Department of Psychology
University of Otago
CONTENTS Page
I Deadlines, computing, and other items 3
II General guidelines for dissertations 5
a) STEP ONE: pick a topic 5 b) STEP TWO: plan the project 5 c) STEP THREE: collect and analyse the data 7
III Writing 8
a) Length 8 b) Format of thesis 8 c) Roscoe’s Rules of good writing 10 d) Other presentation details 10
IV Dissertation topics and supervisors 12 Dissertations supervised 2011‐2013 20 400‐level Coordinator: David O’Hare Administrative Assistant: Kally Barton
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This Manual is divided into four parts. The first deals with five important administrative items. The second gives general guidelines for the project and dissertation. The third deals with specific details, which are useful for producing the dissertation. The fourth gives a list of research topics specifically for PSYC 490.
I DEADLINES, COMPUTING, AND OTHER ITEMS Deadlines Many problems in presenting a dissertation result from a hurried finish. In addition, there is a penalty of 2% per day overdue, so careful planning of the time frame for your project is important. The time line for dissertation progress is given below. Missing any of these deadlines should cause you concern. Note carefully that the final submission deadline is NOT at the end of second semester. Choose a supervisor and topic 3 March Set up apparatus and find subjects 1 May Complete data collection 13 June Complete data analysis 14 July Hand first draft to supervisor 1 August Submit three final copies to Kally Barton’s office by 4pm (2% penalty per day or part of day after 4pm, 24 September)
24 September
Dissertation poster material due 7 October Dissertation Examination – to be confirmed
5 November
Dissertation Submission THREE copies of your dissertation, and an electronic copy should be handed in to Kally Barton, Room 411, Level 4, William James Building. To be fair to all students, the submission deadlines are adhered to strictly. Remember that there are heavy demands on computing facilities in the last few days. COMPUTER FAILURE OR TEMPORARY UNAVAILABILITY ARE NOT ACCEPTABLE REASONS FOR HAVING ANY PENALTIES WAIVED. Allow yourself plenty of time to finish. If you are unable to meet the final deadline you should consult the 400‐level Coordinator as soon as possible. However, no extensions can be approved before dissertation submission. Applications to have a late penalty waived must be submitted in writing and will be considered at the end‐of‐year examiners’ meeting
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Weighting of the Dissertation The PSYC 490 dissertation is worth 40 points, that is, it has the same value as two other PSYC 400 papers. Computing You are strongly advised to use a PC or Macintosh word processor for dissertation production. You will get a Psychology login account and printing allocation for Psychology related work. Students have access to computers in the Goddard Building, Level 1, using your swipe card to access the 400‐level rooms. These rooms are available for casual study when not in use for scheduled classes/labs. A laser printer is available in the hallway adjacent to these rooms. If you need building or network access please visit the following website: http://web.psy.otago.ac.nz/psyregistration Dissertation Examination The examination of the dissertation normally involves an external examiner from another university, the student’s supervisor, and another internal examiner from this Department. As part of the examination process, you have an oral examination. The oral allows the examiners to discuss the dissertation with you before a final mark is determined and gives you the chance to talk about the project with people who are familiar with it. For the last few years, the oral examination has been incorporated in a poster session. You will be asked to provide a brief summary of your dissertation research, which will be formatted into a poster. You are required to attend the poster session (held at the end of the examination period). As part of the examination process, the Discussion section of your dissertation must be your independent work. Your supervisor will neither read nor correct your Discussion prior to submission. You must not ask other senior students (Masters or PhD) in your lab to read or correct the Discussion section.
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II GENERAL GUIDELINES FOR PROJECTS a) STEP ONE: Pick a topic Pick a topic in an area that can be supervised by a member of staff. Staff members have listed topics suitable for PSYC 490 in Part IV of this Manual. You should discuss possible projects with supervisors as soon as possible, and preferably in the weeks preceding enrolment. Staff members supervise only one or two project students, so be prepared to be flexible in your choice of topic and supervisor. An important consideration in choosing a topic is practicality: The project must be suitable for completion in the time available and use resources that are easily available. Plan to meet with your supervisor about once a week. Most supervisors will request a preliminary proposal to make sure you are on the right track and that your ideas are practical. b) STEP TWO: Plan the Project Overview An empirical research project involves reviewing the literature, forming hypotheses, designing the research, preparing instruments (e.g., apparatus, questionnaires), obtaining suitable participants, collecting and analysing data, and writing a report. AUTONOMY on your part will be valued, but discuss your ideas with your supervisor before putting them into practice. ORIGINALITY is also important. If you are replicating an earlier study, include new elements in your project that will demonstrate to the examiners your capacity for original work. Ethics All students undertaking an empirical project must complete a Departmental Ethics proposal form. This form is used to apply for Departmental approval or to report that approval has been obtained from an appropriate committee outside of the Department. Students and supervisors should be aware that external committees may take some months to consider some projects and may deny approval, so should plan accordingly.
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Committee Approval is required in the following circumstances: 1. Research involving any of the following will normally need to be submitted in
full to the University Ethics Committee for consideration:
the collection of personal information – information about individuals who may be identifiable from the data once they have been recorded in some lasting and useable format, or from any completed research;
the taking or handling of any form of tissue or fluid sample from
humans or cadavers (unless a Regional Health Authority Ethics Committee has jurisdiction to consider the proposal);
any form of physical or psychological stress;
situations which might place the safety of participants or researchers at
any risk; the administration or restriction of food, fluid, or a drug to a participant;
a potential conflict between the applicant’s activities as a researcher,
clinician or teacher and his or her interests as a professional or private individual;
the participation of minors or other vulnerable individuals;
any form of deception which might threaten an individual’s emotional
or psychological well‐being. The University’s Ethics Committee is accredited with the New Zealand Health Research Council (HRC). Enquires concerning the Ethics Committee, including requests for information on how proposals to be considered by the Committee should be set out, can be directed to the Deputy Academic Registrar.
2. Research involving Health Authority patients, the records of patients, or any health providers employed by a Health Authority will need to be considered by the Southern Regional Health Authority (SRHA) Ethics Committee.
Enquiries concerning the SRHA Ethics Committee can be directed to the
Secretary of the Ethics Committee, Southern Regional Health Authority, 229 Moray Place, Dunedin, Telephone 477‐4222.
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3. Research involving manipulation in any way of any nonhuman vertebrate animals, including the keeping of such animals in other than their natural habitat, requires ethical approval from the Animal Ethics Committee.
Departmental approval is required for all other projects. This involves completing the Departmental Proposal for Ethical Approval form available from the Secretary of the Head of Department. This form will be considered by the Head of Department and you or your supervisor will be notified of the outcome within about 10 days. The Head of Department may require that any proposal more appropriately reviewed by an external committee be submitted to that Committee before Departmental approval is given. Students should seek the guidance of their supervisors in preparing and submitting their ethical proposals. NO PROJECT MAY COMMENCE BEFORE ETHICAL APPROVAL HAS BEEN RECEIVED. Literature Review A literature review will normally be necessary before detailed planning can begin. Your supervisor should be able to provide you both with references and with advice on how to proceed. Sources such as Psychological Abstracts and Index Medicus, which are available via the library website, can provide you with relevant references. The ISI Source and Citations Index and the Social Science Citations Index are particularly useful for obtaining recent papers that cite critical papers that you have already located. Make sure, when you are collecting materials, to record the full reference of the item (authors with initials, title, journal, volume, pages, editors and publishers if it is in a book). You should make a reasonable effort to find and read all the important references. Use secondary citation (i.e., citing something after reading about it in another articles) only when the original is not available in New Zealand or is in a foreign language. Secondary citations should be cited in your dissertation as, for examples, Bloggs (1966, cited in Boring & Review, 1985). c) STEP THREE: Collect and Analyse the Data The statistical methods to be used and the computer facilities required should be decided BEFORE a project is started. You should make sure that your data can be analysed with the available facilities. It is particularly important to note that minor modifications in experimental design can often permit the use of more powerful statistics. Collect your data as early in the year as possible. Consult with your supervisor on how best to access participants and to obtain the highest possible response rate.
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When analysing your data, focus initially on those statistical tests that you have planned in advance for evaluating your hypotheses. After you have completed this primary analysis, carry out secondary analysis to probe more deeply into the significance of your results.
III WRITING Examiners like short, well‐organised theses, in which the results and their wider significance are clearly spelled out. Your dissertation should be a clear and succinct exposition of why you did your project, how you did it, what you found, and what the results mean. Most students underestimate the time required for drafting and revising the dissertation. Remember, your supervisor will not read or comment upon the draft of your discussion. You should allow two months for writing up. Bear in mind that the examiners will mark your work primarily on the basis of what you have written. A poorly organised, hastily written dissertation that misreports or reports data incoherently will be given a low mark. Presentation format should closely follow APA style (see the APA Publication Manual, a copy of which is held in the main office). a) Length Aim for no more than about 30 pages of main text. If you intend to write more than 50 pages, you should obtain prior permission from the Coordinator. Excessive length almost always means you have failed to use appropriate data reduction techniques. Calculations, examples of questionnaires, complete ANOVA tables, and other items that need not be read, but could be referred to, should be put in the Appendices. Summary descriptive statistics (means and SDs) should appear either in the main text, or in an appendix. b) Format of thesis 1. Use A4 paper, double spaced, with a least 3cm margin all around. For each of
the following sections, start a new page. 2. Cover page: This contains the title of dissertation in capitals, the name of
author, and a statement such as: A thesis submitted in partial fulfilment of the degree of… at the University of Otago, 2003.
3. Acknowledgements (page ii): Acknowledge and thank anyone who has
supplied you with data, advice, or help.
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4. Abstract (page iii): Summarise your project’s aims, method, and findings as
concisely and clearly as possible. A good abstract should not exceed 300 words.
5. Table of Contents (page iv): This should refer to sections or subsections of
your dissertation by page number. Pages covering the information in points 2 to 5 above are known as front matter and are numbered in small Roman numerals (i, ii, etc). The pages of the main text are numbered with Arabic numerals, beginning with 1.
6. Introduction: This section provides enough background material to understand
why you started your particular project. Discuss only relevant references; a very large number of references will usually only be necessary if the area is particularly controversial.
7. Method: This section should provide enough precise detail to enable any other
researcher to replicate your project exactly. Divide the section into subheadings such as Participants, Design, Measures, Apparatus, and Procedure. Include the kind of statistical analysis you intend to use and, if necessary, justify the use of the particular method.
8. Results: In this section, you should report your results together with
descriptive statistics and the results of statistical tests. Concentrate on theoretically important findings based on the primary and, wherever appropriate, secondary data analyses. Try and arrange the results in an order that will make your conclusions easy to comprehend. Minor points of detail or interpretation can be discussed in this section. Include figures, tables, and their captions near the text to which they refer.
9. Discussion: In this section you should discuss your interpretation of the results
and state clearly your conclusions about the main findings of your study. Integrate your findings with the literature cited in the Introduction and state the wider implications of your findings.
10. References: All materials cited in the text should be referenced in alphabetical
order by author and date. For the formats of different types of references, consult the APA Publication Manual.
11. Appendices: These should be identified by capital letters. Each should contain
only one class of item. Items that can be placed in Appendices include: Samples of questionnaires used; complete ANOVA tables and tables of results from which individual items in the text have been taken; mathematical derivation of unusual formulae used in the text; and if they are not very numerous, your raw data. The examiners may read the materials you put in this section, and will expect to find them self‐explanatory. Ensure that each appendix is referred to in the main text.
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c) Roscoe’s Rules of Good Writing Rule One: Good writing isn’t written, it’s rewritten.
Rule Two: Exposition is the constant repetition of one process, namely, the making of a general statement and its amplification by detail.
Rule Three: Each paragraph should consist of an opening sentence, stating the main point, followed by two or three amplifying sentences. Where appropriate, there should be a transition sentence, or phrase, to prepare the reader for the next subject or thought; this should add up to an average of 100 words with a standard deviation of 10.
Avoid the phrase, "A number of studies." Be as specific as you can. Use "a few,"
"several," or "many" to indicate that an indeterminate number is relatively small, intermediate, or large. Better yet, don't mention how many studies have been conducted on the subject in question; just name the investigators, with the year of publication in parentheses, and say what they found or concluded.
Avoid the phrase "In order to ...." Order has nothing to do with what you are
about to say. Just say, "To win friends and influence people..." The same goes for "So as to ..."
Avoid anthropomorphisms, attributions of mortality to inanimate things by
implied motivation such as, "The aim of this review is to consider Š" or "This report attempts to Š" A review doesn't aim to do anything, and a report doesn't attempt to do anything; the author does.
Look up “effect” and “affect” in a dictionary and use them appropriately.
d) Other presentation details 1. Submit three hardcopies of your dissertation to Kally Barton. Submit an
electronic copy – this can be via email to Kally Barton, or brought with you when you submit the hardcopies.
2. Text citations should follow APA format. That is, they should be limited to
name of author and date: Bloggs (1984) said…; it has been shown (Bloggs, 1984; Master & Slave, 1942)… In cases of ambiguity, use, Bloggs (1984a), Bloggs (1984b). For multiple authored papers, give full authorship on first occurrence and use et al. thereafter.
3. Footnotes should be few and short.
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4. Long quotations within the text should normally be indented, have no
quotation marks, and be single spaced. Short quotations should be set in inverted commas in the text. The citation should include the page numbers from which the quote was taken.
5. When referencing statistics, give all appropriate parameters, for example, F(1, 24) = 5.40, p < .05, or t(300) = 2.41, p < .01 6. Binding of dissertations can be done cheaply by means of a clear plastic cover
and plastic binder. For comparison, see examples of previous dissertations in the Department Office.
7. Useful additional help on writing up your Dissertation can be found in:
Findlay, B. (2009). How to write psychology research reports and essays (5th ed.). Sydney, Australia: Prentice Hill
Maher, B. A. (1978). A reader’s, writer’s, and reviewer’s guide to assessing
research reports in clinical psychology. Journal of Consulting and Clinical Psychology, 46, 835‐838.
O’Shea, R. (2002). Writing for psychology. (4th ed.). Melbourne: Thomson.
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IV DISSERTATION TOPICS AND SUPERVISORS The following is a list of possible dissertation topics and supervisors for PSYC‐400 students. Students are advised to contact supervisors who are offering projects they are interested in. If you are interested in conducting a project that is not related to the topics below, you should consult the list of staff interests in the Course Information booklet or seek advice from the 400‐level Coordinator. Professor Cliff Abraham 1. Can neural activity can regulate future synaptic plasticity in the hippocampus?
2. Can a cocktail of chemicals cause LTP in the hippocampus?
3. How do microRNA control LTP and gene expression in the hippocampus? Dr Brent Alsop Factors that determine the way that humans and other animals make choices. These factors include rewards, punishments, response costs, and time. Professor David Bilkey Biological basis of memory and learning. Spatial memory and navigation. Hippocampal function in schizophrenia. Music and Space. Dr Tamlin Conner Well‐being and happiness, text‐messaging data collection; genetics.
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Professor Mike Colombo 1.
Neural basis of magnetic processing in the avian brain.
2. The effects of hippocampal damage on learning and memory in birds.
3. Can birds become “experts” at complex tasks? Professor Liz Franz Planning, attention, and memory processes of complex actions in neurologically‐normal and impaired individuals, with a specific focus on bimanual skills and action concepts. Professor Jamin Halberstadt – not available 2014 1. Real time formation of social groups
2. Thoughts and feelings about ambiguous group members and minorities
3. Ingroup success and aggression
4. Religious cognition Professor Harlene Hayne Memory development in infants and children, childhood amnesia, the development of children’s drawing skills, interviewing children in clinical and legal contexts, risk‐taking by adolescents. Dr Dione Healey ‐ not available 2014 1.
Impairment in New Zealand children with ADHD
2. Developing New Zealand norms for ADHD rating scales.
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Dr Jackie Hunter Intergroup relations, social identity and social motives (belonging, meaning, control and self‐esteem). Professor Bob Knight Testing the Test: Development of a standardised version of the virtual street procedure for the assessment of everyday memory skills. Dr Richard Linscott Questions on risk factors and cognitive dysfunction associated with psychotic experiences and schizophrenia.
Dr Liana Machado Neuropsychology, visual attention, and cognitive control 1. Why are older adults more easily distracted?
2. What sorts of stimuli will attract the attention of drivers? This project involves
development of attention attracting apparel for cyclists, skateboarders, etc.
3. How does anxiety influence the ability to focus attention?
4. How does the ability to exert strategic control over visual orienting change with advancing age?
5. How does the ability to exert strategic control over visual orienting change with advancing age?
6. Can regular physical activity aid cognitive function?
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Dr Helena McAnally – not available 2014 Adolescent media use Professor Neil McNaughton My laboratory offers projects working on a brain rhythm called “theta” in both rats and people. With humans we are interested in theta in the EEG as a specific marker of conflict processing; as a biomarker for anxiety; and as a basis for the Reinforcement Sensitivity Theory of human personality. With rats we are assessing detailed contributions of theta to the control of memory and emotion. 1. Dose response analysis of effects of anxiolytic drugs on a new EEG biomarker
of anxiolytic action (humans).
2. Using EEG and anxiolytic drugs to test the difference between unimodal and cross modal conflict (humans).
3. Use of an EEG biomarker to anchor human personality theory (humans).
4. EEG analysis of ADHD subtypes in children (humans).
5. EEG analysis of the role of anxiety in economic choice (humans).
6. Brain stimulation parameters for optimal memory recovery (rats).
7. Nucleus incertus/relaxin‐3 and comorbid depression with anxiety (rats).
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Professor Jeff Miller I am broadly interested in the cognitive and neural mechanisms underlying perception, attention, decision making, and motor control‐‐especially in how we coordinate these mechanisms to perform complex tasks. Below are a few specific possible projects; other projects would involve inhibitory processes, individual differences, implicit contingency learning, and automatic spatially‐based motor activation. 1. Embodied cognition: Recent theories of embodied cognition propose that
high‐level cognitive processes (e.g., language understanding) actively use the brain areas involved in low‐level sensory‐motor activities (e.g., seeing, moving). Using response time and/or EEG measures, this project will test these theories' prediction that the understanding of hand‐ and foot‐related action words requires covert activation of the motor areas involved in making hand and foot movements.
2. Prioritized processing: Many studies of multi‐tasking show that people's performance suffers when they must work on several tasks at once. In some situations, though, people have to be ready for several possible tasks but only have to perform a single highest‐priority task for which something needs to be done. This project will investigate the cognitive mechanisms used when keeping track of multiple prioritized tasks and selecting the highest priority one.
3. Consciousness & the brain: Some highly‐publicized previous studies of the brain activity associated with people's conscious decision making have suggested that neural signs of our decisions can be observed even before people report having made those decisions, suggesting that decisions are made unconsciously (e.g., Libet, Gleason, Wright, & Pearl, 1983). Such studies have even sometimes been interpreted by psychologists, neuroscientists, and philosophers as evidence that we lack free will. This project will investigate the conditions necessary for such "brain activity precedes conscious decision making" effects in order to see whether they can be explained without postulating unconscious decision making.
Dr Janice Murray Visual cognition, face perception, perception of identity and emotion in older adults.
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Associate Professor David O’Hare Cognitive engineering and decision making, expertise, sports officiating, aviation psychology My lab engages in research on human cognition and decision making and the application of this knowledge to the design of systems and training programs. Emphasis is on considerations of descriptive models, processes, and characteristics of human decision making, alone or in conjunction with other individuals or intelligent systems; factors that affect decision making and cognition in naturalistic task settings; technologies for assisting, modifying, or supplementing human decision making; and training strategies for assisting or influencing decision making. (From http://www.hfes.org/web/TechnicalGroups/descriptions.html). Professor Elaine Reese – not available 2014 Adolescent identity and well‐being. Preschoolers' language and literacy development.
Professor Ted Ruffman 1. Changes in social understanding across the lifespan from childhood through to
old age (e.g., understanding of emotion expressions, when someone is lying, when someone has made a faux pas).
2. Examination of how people recognize when someone is lying.
3. Exploring how infants come to understand what people want and think by studying their interactions with others in everyday life.
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Dr Gareth Treharne 1. The public’s perceptions of chronic illnesses.
2. Daily mood and symptoms among people with arthritis.
3. Providing smoking cessation support for people with arthritis. 4. Providing exercise support for people with chronic illness or intellectual
disabilities. 5. Depictions of health in art and the media.
Dr Damian Scarf 1. Testing the cognitive abilities of Kea and Kaka.
2. The development of episodic memory in pre‐school children.
3. The basis of children’s ability to delay gratification.
4. Distinguishing between imitation, emulation, and stimulus enhancement in
infants and young children.
Dr Libby Schaughency How to promote evidence‐based practices and decision making to bridge the research‐to‐practice gap in professional practice with children and young people.
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Dr Mele Taumoepeau – not available 2014 My general research interest is in the language acquisition and social understanding of infants and toddlers. I have a particular interest in conversations about the mental states of the child and others; how these conversations develop over preschool years, and the effect these conversations have children's understanding of the emotional, social and cognitive underpinnings of behaviour. I examine various cultural and social factors that might influence the nature of these conversations. Current projects include: 1. A longitudinal analysis of parent‐child conversations in Pasifika families.
2. Infant learning of novel verbs.
Dr Rachel Zajac Psychology and the law, eyewitness testimony, legal/investigative procedures for witnesses, biases in forensic decision‐making.
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Dissertations Supervised 2011‐2013
The following list is presented to provide students with an idea of the range of projects supervised in the past few years. Professor Cliff Abraham 1. Spiking‐induced plasticity in the dentate gyrus of the rat: a possible novel
learning rule. (Robbie Masters, 2012)
2. The effect of secreted amyloid precursor protein alpha on LTD in the hippocampus. (Tim Hintz, 2013) Co‐supervised with Bruce Mockett
3. Adult‐generated dentate granule cells in the rat hippocampus: Investigating the retirement hypothesis. (Kimberley Wake, 2013) Co‐supervised with Stephanie Hughes
Dr Brent Alsop 1. Human behaviour in a three‐alternative concurrent choice scenario: Effect of
opponent type of responding. (Jennifer Baxter, 2012)
2. Punishment in a three choice game: Additive vs. subtractive models of the generalised matching law. (Joseph Roker, 2012)
Professor David Bilkey 1. Clozapine restores disrupted synchrony between the prefrontal cortex and
hippocampus in the maternal immune activation model of schizophrenia (Aleisha Restieaux, 2011)
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Professor Mike Colombo 1. Is the spacing effect species invariant? (Christopher Smith, 2013)
2. Magnets in the mind: neural correlates of the avian magnetic sense. (Scott
Wyngaarden, 2013) Dr Tamlin Connor 1. Neuroticism and the body: The role of activation and valence in the symptom
perception hypothesis. (Jasmine Ludwig, 2011)
2. The role of implicit and explicit self‐esteem on reports of emotional experiences across various time frames (Shika Das, 2011)
3. Are happier people healthier? An investigation into the contribution of state and trait eudaimonic wellbeing. (Jonathon Perkov, 2011)
4. The relationship between hedonic and eudaimonic wellbeing as a function of daily exercise. (Kathryn Bees, 2012)
5. Emotional well‐being, subjective cold symptoms, and immune health. (Hannah Macgregor‐Wolken, 2012)
6. The oxytocin receptor gene (OXTR) variant rs53576 and psychological well‐being. (Karma McFarlane, 2012)
7. The role of the serotonin transporter gene polymorphism (5‐HTTLPR) in affective instability: A study in daily life. (Kate Brookie, 2013)
8. Stressful life events in a young adult population: Examining associations with depression, life satisfaction, and alcohol consumption. (Samantha Jones, 2013)
Professor Liz Franz 1. Haptic weight comparisons: How good are our hands? (Krysta Callander,
2011)
2. Basal ganglia involvement in task‐switching within a novel handwriting paradigm. (Rebecca Grattan, 2012)
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Professor Jamin Halberstadt 1. Grandma's not fooling anyone: Does the content of older adults' lies explain
their transparency? (Helen Owen, 2011)
2. A processing fluency account of the attractiveness of average faces. (Laurent Ip Wai, 2012)
3. Investigating the causal relationship between religion on implicit and explicit death anxiety. (Emily Smith, 2012)
4. Do you see what I see? The effect of mortality salience on agency detection. (Sharon Cox, 2013)
5. The role of religious belief in alleviating explicit and implicit death anxiety. (Phoebe Poulter, 2013)
Professor Harlene Hayne 1. The magical mystery tour: The "key" to unlocking episodic memory pre‐verbal
children. (Zhi Miin Ong, 2012) Co‐supervised with Damian Scarf
2. "Should I take one sticker now? Or take more stickers later?" Investigating the ability to delay gratification amongst 3‐ and 4‐year olds. (Aryanah Paul, 2012) Co‐supervised with Damian Scarf
3. Memory association in 6‐month‐old infants. (Daisy Balcombe, 2012) Co‐Supervised with Julien Gross
4. Memory association in 2‐year‐olds: Can infants link two events together in the absence of physical stimuli? (Kate Goonan, 2013) Co‐Supervised with Julien Gross
5. "Sometimes being the sober one isn't as enjoyable": Effects of alcohol on affective forecasting. (Catherine Ross, 2013) Co‐Supervised with Julien Gross
6. Looking preferences in infants: Do 2‐year‐olds prefer photos taken from their home or from a stranger's house. (Michaela Hickey, 2013) Co‐Supervised with Julien Gross
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Dr Dione Healey 1. Normal functioning controls for a play‐based intervention for ADHD children:
Based on the enhancing neurocognitive growth with the aid of games and exercise (engage) study. (Valerie Tan, 2011)
2. Attention deficit hyperactivity disorder: The impact on neurocognitive functioning on impairment. (Tanya Jenkins, 2011)
3. Emotion regulation deficits mediate the association between ADHD in children and parenting‐related stress. (Elle Black, 2012)
4. The social functioning of children with ADHD: Effects of additional externalising and internalising behaviours. (Brodie McKinlay, 2012)
5. Maternal stress and maladaptive coping are associated with greater levels of impairment in children with ADHD. (Shinayd van Rooy, 2012)
Dr Jackie Hunter 1. Belonging, group norms, and their effects on discrimination. (Adam
Fenemore, 2011)
2. Perceived control and in‐group evaluations. (Genevieve Iversen, 2012) Professor Bob Knight 1. What's in a name? How ethnicity stereotypes affect perceptions of mental
illness. (Emma McCree, 2012)
2. Are attitudes and expectations of traumatic brain injury affected by cause? (Angela Smith, 2013)
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Dr Richard Linscott 1. Daily hassles as a predictor for schizotypal personality. (Blasia Su, 2011)
2. Investigating the residual effects of cannabis use on schizotypal expression.
(Matthew Moore, 2011)
3. Is there an association between low population density and the negative features of schizotypy? (Lauren Bryce, 2011)
4. Measuring reaction to news of risk for schizophrenia: Implication for disclosure in studies using psychometric high‐risk paradigms. (Danielle McHardy, 2011)
5. Does sleep contribute to impaired memory in schizotypy? (Charlotte Levings, 2012)
6. The relationship of schizotypy symptoms and intra‐individual variability. (Rosemary Marsh, 2013)
7. The relationship between older paternal age and schizotypy. (Ellen Warhurst, 2013)
Dr Helena McAnally 1. The storied self: Narrative coherence as a predictor of self‐esteem in a
longitudinal study of adolescents. (Abigail Pigden, 2012) Co‐supervised with Elaine Reese
Dr Liana Machado 1. Habitual physical activity predicts hemodynamic response to cognitive
engagement in healthy female young adults. (Tracy Cameron, 2013)
2. Assessment of a battery of neuropsychological tests for repeated use. (Amelia Lee, 2013)
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Professor Neil McNaughton 1. Assessing corpus callosum functional health using In Vitro extracellular
recordings: A pilot study. (Michael Yung, 2013). Co‐supervised with Andrew Clarkson
Dr Janice Murray 1. The nature of face perception: Age‐related differences in configural
processing. (Maree McConnell, 2011)
2. The effect of age on facial emotion recognition. (Nicole Campbell, 2013)
3. The other‐race effect in facial expression recognition using a holistic account. (Yin Man Chan, 2013)
Associate Professor David O’Hare 1. Human error in aviation maintenance: An investigation of personal and social
identity on procedural deviations. (Stacey Rasmussen, 2011)
2. Kiwi or O? The role of integral affect on risk taking in the Colombia Card Task. (Tessa Stewart, 2011)
3. The effect of base rates on referee decision making. (Grant McDonnell, 2012)
4. Explaining investment decision‐making using a risky card task. (Shannon Tumataroa, 2013)
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Professor Elaine Reese 1. Telling tales across cultures, genders and ages: Future themes and their links
to well‐being. (Hsiu Tan, 2011)
2. Attached to the past: The role of attachment in early memory retention. (Jessica Johnston, 2011)
3. The storied self: Narrative coherence as a predictor of self‐esteem in a longitudinal study of adolescents. (Abigail Pigden, 2012) Co‐supervised with Helena McAnally
4. Getting ready for school: Parental involvement and children's language and literacy. (Gemma Lindsay, 2013)
5. Connecting the dots: Maternal reminiscing style, adolescent socioemotional competence and well‐being. (Emma Martin, 2013)
Professor Ted Ruffman 1. Social understanding in a student sample with psychopathic tendencies. (Julie
Zhang, 2011)
2. The role of facial musculature in lie detection. (Lara Grace, 2012)
3. Ageing‐effects on emotion recognition in faces, music, and misleading advertising. (Rachel Butler, 2013)
Dr Damian Scarf 1. The magical mystery tour: The "key" to unlocking episodic memory pre‐verbal
children. (Zhi Miin Ong, 2012) Co‐supervised with Harlene Hayne
2. "Should I take one sticker now? Or take more stickers later?" Investigating the ability to delay gratification amongst 3‐ and 4‐year olds. (Aryanah Paul, 2012) Co‐supervised with Harlene Hayne
3. Investigating intelligent behaviour: Empathy and the delay of gratification choice paradigm in 5‐year‐olds. (Lisa Labuschagne, 2013)
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Dr Libby Schaughency 1. Narrative retell in young school age children as a predictor of language and
literacy outcomes. (Sarah Maessen, 2011) Dr Mele Taumoepeau 1. Mental state language use in Pacific Island families: Child description versus
birth story. (Chian Mei Ang, 2012) Dr Gareth Treharne 1. Personal control beliefs and stigmatization of obesity, schizophrenia and
rheumatoid arthritis in illness free individuals. (Rachel Van der Lem, 2011) Dr Rachel Zajac 1. Reading the fine print: Does emotion directly influence fingerprint decisions?
(Ella Barrett, 2013)
2. What is in the match? Isolating contextual bias in fingerprint analysis. (Regina Hegemann, 2013)
3. Preparing for the worst: Can we help vulnerable children to maintain accuracy during cross‐examination? (Danielle O’Brien, 2013)
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