This year, 6 RMU students were scheduled to present research at WPUPC hosted by Geneva College.
Links below are to pdf versions of the poster or paper handouts (if available). You will need a pdf viewer (e.g., Adobe
Reader) in order to view such files.
Amanda Martin: The present study examined the effects of motivation-type (intrinsic and extrinsic) and
self-continuity (current-self and future-self ) on intent to study. Based on these variables, four requests for attendance (scripts) to an evening study session were crafted.
Two that emphasized intrinsic motivation (learn and apply course content) and two that emphasized extrinsic motivation (better grades and food provided). Within each of these,
two script variations were created that either emphasized benefits relevant to the current-self (better prepared for the test) or to the future-self (your future-self is
counting on what you do today). Scripts were equated on number of words and number of sentences. Results showed only significant main effects of both motivation-type and
self-continuity (no interaction). Extrinsic motivation produced greater intent than intrinsic motivation, and future-self produced greater intent than current-self.
Recommendations for practical applications of these findings are provided. In addition, implications of these findings to the literature are
discussed. Amy Puckett: The ability to measure the length of unmarked stimuli when no environmental cues were present
was investigated. Participants looked at the stimuli and approximated the length to the best of their ability. Participants filled out an objective questionnaire as to have
an athletic ability score assigned to them, and answered basic questions about measurement. The findings were then classified by reported level of athleticism, with
measurement knowledge being accounted for as well. This study was conducted on a group of Robert Morris University students with varying levels of reported athletic
Links below are to pdf versions of the poster or paper handouts (if available). You will need a pdf viewer (e.g., Adobe Reader) in order to view such files.
|Emily Brazeau: Dissociative amnesia is the inability to recall important autobiographical information, usually of traumatic or stressful nature, that is inconsistent with ordinary forgetting (American Psychiatric Association, 2013). This study will examine correlation between dissociative amnesia and the 13-scale Ausburg Multidimensional Personality Instrument (AMPI). It was predicted that scoring high on the Anxiousness scale would correlate with dissociative amnesia. Undergraduate students (N = 476) were asked to complete a survey which was based off of the AMPI scale, including a scale measuring dissociative amnesia experiences. (Kelly, 2013). The Anxiousness Scale (p = .036) found that individuals who scored significantly higher on Anxiousness were classified as having dissociative amnesia symptoms. Along with the Anxiousness Scale, the Somatization, Dysphoria, Hystericality, Psychodeviance, Feminine Interests, Paranoia, Schizotypic, and Hypomania scales were significant.|
|Alyssa Cass: This study examined whether individuals with social anxiety would score differently on the scales of the Ausburgh Multidimensional Personality Instrument (AMPI) relative to a comparison group. University students completed the AMPI which contained a section that pertained specifically to social anxiety disorder. The scores were then calculated and compared to other groups. The results and limitations were discussed.|
|Brandon Falvo: This study examined whether/how a population of clinical psychology undergraduate students scored differently on the scales of the Augsburg Multidimensional Personality Instrument (AMPI) as opposed to a group of non-clinical psychology undergraduate students. Statistical differences between groups will be reported. The results and limitations are discussed.|
|Shawna Kelly: This research demonstrates a study regarding a fake-good and fake-bad scale for the Ausburg Multidimensional Personality Instrument (AMPI), a brief personality test used for teaching advanced undergraduate students about the use of clinical personality tests such as the MMPI. The current study examined if the AMPI validity scales could be used to identify students under conditions to either fake-good or fake-bad compared to students instructed to respond as their "real" selves. The results indicated that two of the validity scales (U and G) could be used with some success to identify over and underreporting of distress.|