Publisher: Mount Royal University (Total: 2 journals)   [Sort by number of followers]

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Behavioural Sciences Undergraduate J.     Open Access   (Followers: 2)
Convergences Francophones     Open Access   (Followers: 1)
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Behavioural Sciences Undergraduate Journal
Number of Followers: 2  

  This is an Open Access Journal Open Access journal
ISSN (Online) 2562-4687
Published by Mount Royal University Homepage  [2 journals]
  • Acknowledgements

    • Authors: Shayla-Rose Somers
      Abstract: Acknowledgements of contributors to the Behavioural Sciences Undergraduate Journal Volume 3, Issue 1.
      PubDate: 2021-01-12
      DOI: 10.29173/bsuj590
      Issue No: Vol. 3, No. 1 (2021)
       
  • On the Cover: 'Alternate Perceptions'

    • Authors: Famira Racy
      Abstract: The artist, Famira Racy, is an inner experiences researcher and I/O psychology specialist from Calgary, Alberta, Canada. Famira's philosophy of art is rooted in the malleability and varieties of experience, and the sublime notions of existence and beauty in both creation and destruction. In this issue's cover piece, 'Alternate Perceptions' she reflects here on commonly constructed juxtapositions of rumination and mindfulness in cognition.
      To produce this image, Famira photographed a simple backyard in Calgary, then enhanced contrast and saturation between naturally occuring patterns of light, colour, and shapes. What emerged was a representation of an experience that can be both a juxtaposition of two processes (e.g., light/dark, simple/complex), as well as a coming together of these positions to create a new perspective.
      Applying this perspective shift to cognitive processes such as mindfulness and rumination for example, one can ask not only what mindfulness can do for rumination, but also what mindfulness of one's rumination can come to 'say' about one's cognitions and behaviours in a bigger picture -- a meta-awareness of sorts. - Famira Racy
      PubDate: 2020-12-23
      DOI: 10.29173/bsuj582
      Issue No: Vol. 3, No. 1 (2020)
       
  • The Mere Presence of a Cell Phone: Effects on Academic Ability

    • Authors: Vanessa C. Boila, Tru E. Kwong, Jaimey E. Hintz
      Pages: 18 - 30
      Abstract: Prior research has suggested that cell phone use in the classroom and during learning-related tasks is detrimental to academic performance. Recently, the mere presence of a cell phone has been found to negatively affect relationships and to impair performance on learning and cognitive tasks. This study explored whether the presence (visibility without use) of a cell phone negatively impacts one’s performance on tests measuring preexisting academic ability. The study evaluated 45 participants; some were enrolled in an introductory psychology course, and others were members of the public. Three subtests from the Wide Range Achievement Test (WRAT-4) were completed: spelling, sentence comprehension, and mathematics. During testing, half of the participants had cell phones, and the other half did not. Statistical analyses revealed no significant difference between the cell phone-present and cell phone-absent group on the sentence comprehension (p=.52), spelling (p=.07), and mathematics subtest (p=.11). Unexpectedly, a non-significant trend was observed in the opposite direction; that is, the cell phone-present group outperformed the cell phone-absent group on all subtests. Therefore, the original hypothesis suggesting that the cell phone-present group would be significantly poorer at demonstrating preexisting skills on tests of academic ability in comparison to the cell phone-present group was not supported.
      PubDate: 2020-12-31
      DOI: 10.29173/bsuj492
      Issue No: Vol. 3, No. 1 (2020)
       
  • Stress in Post-Secondary: Toward an Understanding of Test-Anxiety,
           Cognitive Performance, and Brief Mindfulness Meditation

    • Authors: Raychel Colangelo, Karyn Audet
      Pages: 31 - 44
      Abstract: Premised on cultivating present-moment awareness, mindfulness meditation (MM) programs have been shown to significantly reduce state-anxiety and improve cognitive performance in post-secondary students. With increasing popularity, briefer MM formats have been introduced to post-secondary institutions to combat the rising prevalence of student test-anxiety. However, research examining the efficacy of brief MM on a state-level test-anxiety response and its ability to improve cognitive performance in a testing situation is sparse. The present study examined the immediate effects of brief MM on state test-anxiety and cognitive performance. A sample of 50 undergraduate college students (N = 50) were randomly assigned to a brief MM or a control activity. In the current study, it was hypothesized that there would be lower state test-anxiety levels and higher cognitive performance in the brief MM group than the control group. Results revealed that the brief MM group had greater state test-anxiety reduction than the control group at post-treatment. Consistent with previous work, brief MM, however, did not promote any specific short-term benefits for cognitive performance. Our findings, however, converge with past research to suggest that brief MM may produce immediate, short-term state test-anxiety relief. Immediate anxiety relief may be beneficial for students during stressful academic periods.
      PubDate: 2020-12-31
      DOI: 10.29173/bsuj500
      Issue No: Vol. 3, No. 1 (2020)
       
  • Raising the Curtain on Drama Therapy: Healing Benefits for Youth and Older
           Adults

    • Authors: Vanessa Boila, Lanette Klettke, Stephanie Quong, Ciara Gerlitz
      Pages: 45 - 50
      Abstract: The vast majority of people around the world have been exposed to dramatic arts in some way, shape, or form, but only recently has drama therapy been accepted as a therapeutic treatment for individuals across the lifespan. This paper provides a general introduction to drama therapy and some of the techniques (e.g., role playing and storytelling) employed in its delivery and hands-on practice. In addition, the paper explores how drama therapy has been used to treat young people (approximately 10-17 years old) who have autism and/or social, emotional, and behavioural difficulties, and older adults (approximately 60-90 years old) who are experiencing normative or non-normative aging. The findings presented here suggest drama therapy may be an efficacious, healing treatment for a myriad of age groups. For instance, its positive effects on individuals with dementia have been observed, and an assortment of intra- and inter-personal improvements have been documented in youth. Considering drama therapy is still a growing field, less drama therapy research exists in comparison to its alternative treatments.
      PubDate: 2020-12-31
      DOI: 10.29173/bsuj494
      Issue No: Vol. 3, No. 1 (2020)
       
  • Inner Speech Modification and Young Offender Re-offence: Literature Review
           and Implications

    • Authors: Jessica Elsom
      Pages: 8 - 17
      Abstract: Inner speech is the voice in our heads that serves a variety of functions, and impacts individuals’ thoughts and behaviours. It is thought that young offenders have misguiding inner voices, and there is hope that professionals can change this through inner speech modification. During treatment, practitioners attempt to teach young offenders to use skills and tools. Ideally, this will reduce recidivism rates and allow these youth to become contributing members of society. In this literature review, the relationship between inner speech and young offender reoffence is examined. The purpose of this research is to bridge literature on inner speech, cognitive behavioural therapy, and young offender research to provide a source of suggestions for reducing delinquent behaviours. I advocate for inner speech modification programs in young offender rehabilitation because the research presented in this review supports the use of inner
      speech in behaviour modification. I argue that the programs designed for young offenders need continued flexibility, and that there needs to be an increase in program availability for young offenders, especially ones involving inner speech modification. I also suggest that researchers should examine more preventative, earlier intervention programs, and investigate the relationships between inner speech and language deficiencies in young offenders.
      PubDate: 2019-07-31
      DOI: 10.29173/bsuj367
      Issue No: Vol. 3, No. 1 (2019)
       
 
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