Promoting Conservative Student’s Engagement in Social Issues: Moral Framing and Topic Sequencing Tessa Imkamp, Reyhaneh Bagherian * , Tonya Buchanan, PhD Project Mentor(s): Tonya Buchanan, PhD In recent years political polarization in the U.S. has been growing exponentially. As academics, we want engagement from students across the political spectrum. Building off work on moral framing (i.e., binding vs. individualizing values; Feinberg & Willer, 2019), work on topic sequencing (Asch, 1946), and research on system threat/justification (Jost et al., 2003), we conducted studies to examine the potential of these factors to shape student engagement in challenging college classroom settings. In Study 1 ( N = 124), we tested the effects of moral framing on class comfort and DEI attitudes from participants with varied political ideology by randomly assigning to either the status quo condition (individualizing value moral framing shown to be congruent with the more liberal moral reasoning) or the alternative condition (binding value framing congruent with more conservative thinking). In Study 2 ( N = 142), we tested the combined effect of moral framing and topic sequencing, introducing SES topics before racial bias in the alternative condition. We hypothesized that moral framing and topic sequencing would increase comfort and engagement among conservative students in the alternative condition linking course concepts to binding (vs individualizing) moral values. Importantly, we predicted that liberal students would not be deterred by these changes. The findings aligned with our hypotheses, Study 2, specifically demonstrated a significant interaction of political orientation and condition on both class comfort F (1, 97) = 5.63, p = .03 and support for DEI F (1, 97) = 4.42, p = .04, respectively. Presentation Type: Poster Presentation (May 21, 9:30am–3:00pm) Keywords: Student Engagement, Binding Values, Moral Framing, DEI, Sequencing Effects SOURCE Form ID: 51 Acute Aerobic Exercise Intensity and Its Effects on Working Memory in Young Adults Harmony Lee * , Violet Rutledge Project Mentor(s): Ralf Greenwald, PhD This ongoing study aims to investigate working memory performance before and after an acute bout of mild/moderate aerobic exercise. Research suggests that exercise serves as an effective tool for enhancing various cognitive processes including working memory. However, few studies have examined the ideal level of exercise intensity for optimal cognitive performance. Existing research demonstrates that moderate-intensity aerobic exercise is most effective for enhancing cognition when compared to mild and high-intensity aerobic exercise. In this ongoing study (current n = 10), participant working memory is assessed utilizing the phonological and visuospatial subtests from the Test of Memory and Learning – II (TOMAL-II) before and after a 15-minute bout of mild/moderate aerobic exercise via treadmill. The tests consist of the abstract visual (AV) subtest, the digits backward (DB) subtest, and the letters backward (LB) subtest. Participants are randomly assigned to either a mild-intensity or moderate- intensity (45% HRR vs. 60% HRR) intervention. It is hypothesized that participants will perform better on all working memory subtests post-exercise when compared to pre-exercise. It is additionally hypothesized that participants in the moderate-intensity intervention will outperform participants in the mild-intensity intervention post-exercise on all working memory subtests. Overall, this study aims to provide a deeper understanding of which exercise intensity is best for enhancing working memory performance.
Presentation Type: Poster Presentation (May 21, 9:30am–3:00pm) Keywords: Exercise, Cognition, Working Memory, Psychology SOURCE Form ID: 48
154
Made with FlippingBook interactive PDF creator