Forgiveness in Two Minds: Understanding Forgiveness Through Dual-Process Theory

In this thesis, I examined the relevance of dual-process theory to understanding forgiveness. Specifically, I argued that the internal conflict experienced by laypersons when forgiving (or finding themselves unable to forgive) and the discrepancies between existing definitions of forgiveness can currently be best understood through the lens of dual-process theory. Dual-process theory holds that individuals engage in two broad forms of mental processing corresponding to two systems, here referred to as System 1 and System 2. System 1 processing is automatic, unconscious, and operates through learned associations and heuristics. System 2 processing is effortful, conscious, and operates through rule-based and hypothetical thinking. Different definitions of forgiveness amongst both lay persons and scholars may reflect different processes within each system. Further, lay experiences with internal conflict concerning forgiveness may frequently result from processes within each system leading to different cognitive, affective, and behavioural responses. The study conducted for this thesis tested the hypotheses that processing within System 1 can directly affect one's likelihood to forgive, and that this effect is moderated by System 2 processing. I used subliminal conditioning to manipulate System 1 processing by creating positive or negative conditioned attitudes towards a hypothetical transgressor. I used working memory load (WML) to inhibit System 2 processing amongst half of the participants. The conditioning phase of the study failed and so no conclusions could be drawn regarding the roles of System 1 and System 2 in forgiveness. The implications of dual-process theory for forgiveness research and clinical practice, and directions for future research are discussed.

Electrophysiological investigations of the timing of face processing

As important social stimuli, faces playa critical role in our lives. Much of our interaction with other people depends on our ability to recognize faces accurately. It has been proposed that face processing consists of different stages and interacts with other systems (Bruce & Young, 1986). At a perceptual level, the initial two stages, namely structural encoding and face recognition, are particularly relevant and are the focus of this dissertation. Event-related potentials (ERPs) are averaged EEG signals time-locked to a particular event (such as the presentation of a face). With their excellent temporal resolution, ERPs can provide important timing information about neural processes. Previous research has identified several ERP components that are especially related to face processing, including the N 170, the P2 and the N250. Their nature with respect to the stages of face processing is still unclear, and is examined in Studies 1 and 2. In Study 1, participants made gender decisions on a large set of female faces interspersed with a few male faces. The ERP responses to facial characteristics of the female faces indicated that the N 170 amplitude from each side of the head was affected by information from eye region and by facial layout: the right N 170 was affected by eye color and by face width, while the left N 170 was affected by eye size and by the relation between the sizes of the top and bottom parts of a face. In contrast, the P100 and the N250 components were largely unaffected by facial characteristics. These results thus provided direct evidence for the link between the N 170 and structural encoding of faces. In Study 2, focusing on the face recognition stage, we manipulated face identity strength by morphing individual faces to an "average" face. Participants performed a face identification task. The effect of face identity strength was found on the late P2 and the N250 components: as identity strength decreased from an individual face to the "average" face, the late P2 increased and the N250 decreased. In contrast, the P100, the N170 and the early P2 components were not affected by face identity strength. These results suggest that face recognition occurs after 200 ms, but not earlier. Finally, because faces are often associated with social information, we investigated in Study 3 how group membership might affect ERP responses to faces. After participants learned in- and out-group memberships of the face stimuli based on arbitrarily assigned nationality and university affiliation, we found that the N170 latency differentiated in-group and out-group faces, taking longer to process the latter. In comparison, without group memberships, there was no difference in N170 latency among the faces. This dissertation provides evidence that at a neural level, structural encoding of faces, indexed by the N170, occurs within 200 ms. Face recognition, indexed by the late P2 and the N250, occurs shortly afterwards between 200 and 300 ms. Social cognitive factors can also influence face processing. The effect is already evident as early as 130-200 ms at the structural encoding stage.

Humour and Learning: A Self-Study of My Practice as an Adult Educator

This study examined my lived experiences as a frontline practitioner and adult educator in a local nonprofit community organization. Using self-study research methodology, I explored my professional practice as a facilitator of job search skills training with newcomers to Canada and the impact of humour on their learning, a topic for which I have a particular passion. To better inform my practice, I designed and delivered job search skills workshops on resume writing and cold-calling/networking. I used a variety of data sources including a literature review, personal observations, and reflections as well as secondary data sources from workshop evaluations and unsolicited feedback emails from participants. Findings from the self-study indicated that adult learners who experience entertaining and fun-filled lessons that use appropriate humour have better learning results, are more confident, and are better prepared to apply skills required for achieving career goals. Further, I learned in my practice that my challenge as an adult educator is to ensure humour is appropriately used and adds value to the learning rather than being the focus of the teaching.

Priming the Governance System for Climate Change Adaptation: The Application of a Social Ecological Inventory (SEI) to Engage Actors in Niagara, Canada

Adaptive systems of governance are increasingly gaining attention in respect to complex and uncertain social-ecological systems. Adaptive co-management is one strategy to make adaptive governance operational and holds promise with respect to community climate change adaptation as it facilitates participation and learning across scales and fosters adaptive capacity and resilience. Developing tools which hasten the realization of such approaches are growing in importance. This paper describes explores the Social Ecological Inventory (SEI) as a tool to 'prime' a regional climate change adaptation network. The SEI tool draws upon the social-ecological systems approach in which social and ecological systems are considered linked. SEIs bridge the gap between conventional stakeholder analysis and biological inventories and take place through a six phase process. A case study describes the results of applying an SEI to prime an adaptive governance network for climate change adaptation in the Niagara Region of Canada. Lessons learned from the case study are discussed and highlight how the SEI catalyzed the adaptive co-management process in the case. Future avenues for SEIs in relation to climate change adaptation emerge from this exploratory work and offer opportunities to inform research and adaptation planning.

An Investigation of the Role of Attention in the Cross-Race Effect: An Ecological Approach

The current set of studies was conducted to examine the cross-race effect (CRE), a phenomenon commonly found in the face perception literature. The CRE is evident when participants display better own-race face recognition accuracy than other-race recognition accuracy (e.g. Ackerman et al., 2006). Typically the cross-race effect is attributed to perceptual expertise, (i.e., other-race faces are processed less holistically; Michel, Rossion, Han, Chung & Caldara, 2006), and the social cognitive model (i.e., other-race faces are processed at the categorical level by virtue of being an out-group member; Hugenberg, Young, Bernstein, & Sacco, 2010). These effects may be mediated by differential attention. I investigated whether other-race faces are disregarded and, consequently, not remembered as accurately as own-race (in-group) faces. In Experiment 1, I examined how the magnitude of the CRE differed when participants learned individual faces sequentially versus when they learned multiple faces simultaneously in arrays comprising faces and objects. I also examined how the CRE differed when participants recognized individual faces presented sequentially versus in arrays of eight faces. Participants’ recognition accuracy was better for own-race faces than other-race faces regardless of familiarization method. However, the difference between own- and other-race accuracy was larger when faces were familiarized sequentially in comparison to familiarization with arrays. Participants’ response patterns during testing differed depending on the combination of familiarization and testing method. Participants had more false alarms for other-race faces than own-race faces if they learned faces sequentially (regardless of testing strategy); if participants learned faces in arrays, they had more false alarms for other-race faces than own-races faces if ii i they were tested with sequentially presented faces. These results are consistent with the perceptual expertise model in that participants were better able to use the full two seconds in the sequential task for own-race faces, but not for other-race faces. The purpose of Experiment 2 was to examine participants’ attentional allocation in complex scenes. Participants were shown scenes comprising people in real places, but the head stimuli used in Experiment 1 were superimposed onto the bodies in each scene. Using a Tobii eyetracker, participants’ looking time for both own- and other-race faces was evaluated to determine whether participants looked longer at own-race faces and whether individual differences in looking time correlated with individual differences in recognition accuracy. The results of this experiment demonstrated that although own-race faces were preferentially attended to in comparison to other-race faces, individual differences in looking time biases towards own-race faces did not correlate with individual differences in own-race recognition advantages. These results are also consistent with perceptual expertise, as it seems that the role of attentional biases towards own-race faces is independent of the cognitive processing that occurs for own-race faces. All together, these results have implications for face perception tasks that are performed in the lab, how accurate people may be when remembering faces in the real world, and the accuracy and patterns of errors in eyewitness testimony.

Animals without Borders: Farmed Animal Resistance in New York

While billions of farmed animals are immobilized within agribusiness, every year some of these animals manage to break free. This thesis examines the stories of those who flee slaughterhouses and the public response to these individuals. My objective is to understand how animals resist and the role that their stories play in disrupting the ways that humans, particularly as consumers, are distanced from the violence of animal enterprises. Included are six vignettes that allow for an in-depth case study of those who have escaped within New York State. Located in the interdisciplinary field of critical animal studies, my inquiry draws upon new animal geographies, transnational feminisms, and critical discourse analysis. This contribution provides discussion of farmed animal resistance in particular and compares experiences and representations of their resistance from both the “view from below,” which is learned through the animals’ caretakers, and a “view from above,” which is gleaned from their representations in corporate-driven mainstream media.

A Masters Student’s Journey: Trying to Balance Two Eyes of Research

This project is about a reflective research journey taken by a Masters student in the Child and Youth Studies Department at Brock University in St. Catharines Ontario. This journey consisted of a mixed method approach using the qualitative method of autoethnography along with the Indigenous research method of storytelling. The research was done using the concept of two-eyed seeing which consisted of trying to balance the two eyes of research: Indigenous and Western. The Non-Aboriginal researcher not only reflected on her own learning journey but also the lessons she learned from the voices of 48 women from Six Nations of the Grand River Territory. Like the trickster character Coyote, the researcher struggled, stumbled and was transformed by this journey.

Library Open Access publishing funds

Presentation on scope, successes and challenges facing library Open Access publishing funds delivered at the Canadian Association of Learned Journals meeting at Congress 2014, Brock University, St. Catharines, ON, Canada. Focus on Canada but also some info on the U.S.

The Role of Sleep in the Selective Reconsolidation of Declarative Memories

While sleep has been shown to be involved in memory consolidation and the selective enhancement of newly acquired memories of future relevance (Wilhelm, et al., 2011), limited research has investigated the role of sleep or future relevance in processes of memory reconsolidation. The current research employed a list-method directed forgetting procedure in which participants learned two lists of syllable pairs on Night 1 and received directed forgetting instructions on Night 2. On Night 2, one group (Labile; n = 15) received a memory reactivation treatment consisting of reminders designed to return memories of the learned lists to a labile state. A second group (Stable, n = 16) received similar reminders designed to leave memories of the learned lists in their stable state. No differences in forgetting were found across the two lists or groups. However, a negative correlation between frontal delta (1 – 4 Hz) electroencephalographic (EEG) power during Early Stage 2 non-rapid eye movement (NREM) sleep and forgetting of to-beremembered material was found exclusively in the Labile group (r = -.61, p < .05). Further, central theta (4 – 8 Hz ) EEG power during rapid eye movement (REM) sleep was found to correlate with directed forgetting exclusively in the Labile group (r = .81, p < .001) and total forgetting in the Stable group (r = .50, p < .05). These observed relationships support the proposed hypothesis suggesting that sleep processes are involved in the reconsolidation of labile memories, and that this reconsolidation may be selective for memories of future relevance. A role for sleep in the beneficial reprocessing of memories through the selective reconsolidation of labile memories in NREM sleep and the weakening of memories in REM sleep is discussed.

Chamber's Historical Questions with Answers

The book is hardcover and inscribed with an illegible signature, dated 1880 and below that is the signature Margaret J. Woodruff. The preface of the book begins, "The present work is designed to fulfil an important purpose in Education - that of bringing clearly into view the leading facts which are supposed to be gained through a long course of instruction. Without proposing to supersede the elementary books usually employed, it offers a certain test of what is presumed to have been previously learned. With such a work in their hands, Schoolmasters, Tutors, Governesses, or Parents, may at once satisfy themselves as to the degree of knowledge on a variety of subjects attained by the young person under their charge, and for whose intellectual culture they feel a special interest." The full text is available in the Brock University Special Collections and Archives.

Examining peer-controlled KR schedules during the learning of a movement-timing task as a function of task experience.

Learners can be provided with feedback in the form of knowledge of results (KR), under self-controlled and peer-controlled schedules. Recently, McRae, Hansen, and Patterson (2015), identified that inexperienced peers can provide KR that can facilitate motor skill acquisition. However, it is currently unknown whether previous task experience differentially impacts how peers present learners with KR and whether this KR impacts motor skill acquisition. In the present study, participants were randomly assigned to become inexperienced peer facilitators, learners with an inexperienced peer, learners with self-control who later became experienced peers, learners with an experienced peer, or learners in a control group. During acquisition learners completed a serial-timing task with a goal of 2500ms and returned approximately twenty four hours later for a delayed retention, time transfer, and pattern transfer test. We predicted that during the delayed tests, learners with self-control would outperform all other groups. Furthermore, we predicted that learners who received KR from experienced peers would outperform learners who received KR from inexperienced peers. However, our results indicated that participants who received peer-controlled and self-controlled KR schedules learned the task in an equivalent manner. Thus, our results are novel as they identify that inexperienced peers can provide KR that is as effective as KR provided by experienced peers and KR requested under self-controlled conditions.