Undergraduate Research Day 2025

Permanent URI for this collectionhttp://hdl.handle.net/1903/33815

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    Relations between Social Motivation and Gaze Behavior in Autistic and Non-Autistic Adolescents
    (2025) Plastino, Sofia; McNaughton, Kathryn; Redcay, Elizabeth; Redcay, Elizabeth
    Autistic individuals experience challenges in their social interactions. One factor that may underlie these challenges is social motivation, which may also be related to variations in eye contact. Perspectives on this relation consist of several mixed views, potentially due to the fact that most research has been done in static, non-real world settings. My research uses mobile eye-tracking to bridge this gap by analyzing gaze patterns in individuals from three different dyad types: N-AUT (Non-autistic)-N-AUT (n = 37), AUT (Autistic)-N-AUT (n = 24), and AUT-AUT (n = 6), with a total of 67 participants, exploring the link between gaze-to-face behavior and social motivation during live interactions. I hypothesize that there will be a significant positive correlation between gaze and social motivation. The visit my research focuses on simulates a real-world environment, allowing better assessment of the underlying aspects of peer social interactions. It consists of both an interactional and individual section. Throughout the duration of the interaction, both participants of the dyad are wearing eye-tracking glasses, which I will use to quantify their gaze-to-face behavior. To assess social motivation, I am focusing on an individual task, which uses money as a reward. In the task, the participant is given options to choose between learning more about their partner, other kids their age, or trivia facts. I am measuring social motivation by comparing the percentage of time participants select trivia over their partner, and other kids over their partner. Once all data is collected, I will assess the correlation between gaze-to-face behavior and social motivation, furthering understanding of their link in a real-world setting.
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    Intersectionality of Race, Autism, and Anxiety in Marginalized Youth
    (2025) Gyimah, Davina; Thomas, Stephen; Yarger, Heather; Yarger, Heather
    The prevalence of anxiety in marginalized (i.e., non-White) populations has been largely overlooked in literature. Autistic research and its focus on comorbidities with anxiety are mostly focused on White youth and their families (Malone et al., 2022). These gaps in literature are often due to an overrepresentation of White individuals in studies and a lack of wide scale Non-White studies. This may be due to systematic disparities that marginalized populations often face. Research geared towards non-White populations is vital in creating a better understanding of their life experiences and how to treat their diagnoses. This study aimed to evaluate the prevalence of anxiety in non-White adolescents relative to White adolescents, and to examine the intersectionality with autistic diagnoses and experiences of discrimination. The Anxiety Scale for Children- ASD (ASC-ASD; Rodgers et al., 2016) scale was used to assess anxiety and the Everyday Discrimination Scale (Williams et al., 1997) was used to capture experiences of discrimination. Participants were 30 adolescents (12 Non-Hispanic White, 20 non-White), aged 11-14 years, and their parents. Results of an independent samples t-test indicated that marginalized autistic youth reported higher levels of anxiety in comparison to their non-White counterparts (p = 0.08). When evaluating whether experiences of discrimination moderated relations between race and anxiety, we found that the effect of discrimination varies by race, although not statistically significant (p = .13). Further, being a member of a marginalized group was associated with a 19.18-point increase in anxiety (holding experiences of discrimination constant).
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    Prevalence of Depressive and Loneliness Symptoms in ASD & Non-ASD Youth by Race
    (2025) Raza, Yamha; Yarger, Heather; Thomas, Stephen
    Autism Spectrum Disorder (ASD) is associated with elevated depression rates, yet racial and ethnic disparities in mental health outcomes remain understudied. This study examined differences in depressive and loneliness symptoms among White, Non-Hispanic and Non-White adolescents with and without autism. As part of a larger study on anxiety and psychophysiology in autistic and nonautistic adolescents, we investigated whether depressive and loneliness symptom rates varied across groups. The sample included 34 adolescents (aged 11-14). Participants completed the Child Depression Inventory-2 (CDI-2; Kovacs, 2011) and the Asher Loneliness Scale (Asher & Wheeler, 1985), self-reporting their experiences over the past two weeks. Of note, lower scores on the Loneliness scale indicate more loneliness. Independent samples t-tests compared symptom severity between racial/ethnic groups. No differences between groups (i.e., Non-White, White Non-Hispanic) were identified regarding average depression scores (p = 0.27) or average loneliness scores (p = 0.27). Specifically, Non-White adolescents reported an average of 10.8 (SD = 5.6) on the depression scale whereas White, Non-Hispanic adolescents reported an average of 8.71 (SD = 4.86). White, Non-Hispanic adolescents reported an average of 58.6 (SD = 7.8) on the loneliness scale compared to Non-White Hispanic adolescents who reported an average of 54.7 (SD = 10.80). Although Non-White Hispanic individuals with and without ASD exhibited higher average depression symptom scores, further research is needed to determine whether systemic factors contribute to mental health disparities. Future studies should incorporate larger, more diverse samples and investigate socioeconomic and environmental influences on mental health outcomes among autistic youth.
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    Discrepancies Between Parent- and Child-Reported Anxiety Symptoms in Autistic and Non-Autistic Youth
    (2025) Resnick, Rachel; Yarger, Heather
    Anxiety is one of the most common co-occurring conditions in youth on the autism spectrum (ASD) and can manifest differently compared to non-ASD youth, making it difficult to identify anxiety in ASD youth. The Screen for Child Anxiety-Related Emotional Disorders (SCARED; Birhmaher et al., 1997) is a gold-standard measurement tool that aims to provide a dual-informed perspective of anxiety symptoms (Behrens et al., 2020). However, discrepancies between parent and child reports have been observed, suggesting a need for further analysis of whether discrepancies vary by diagnostic group (ASD or non-ASD). This study aimed to determine if discrepancies existed between parent- and self-reported anxiety symptoms and if there was a difference between diagnostic groups. Data were obtained from a larger study examining anxiety and heart rate variability in youth. Results of a correlation test showed that parent and child-reported anxiety symptoms scores were not statistically significantly correlated (r = 0.33, p = .07). An independent samples t-test indicated that there was a significant difference between parent-reported and child-reported anxiety symptoms (t = - 3.00, p = .01), such that parent anxiety symptom ratings were 7.4 points lower than child anxiety symptoms (95% CI [-13.33, -2.5]). There was a significant mean difference between the discrepancies for the ASD and non-ASD groups (t = -3.41, p = .001) with a higher rate of discrepancy in the non-ASD group (95% CI [-15.44, 0.07]). These results indicate that parents of non-ASD youth are more likely to underreport their child’s anxiety symptoms, while parents of ASD youth are more likely to align with their child’s report.
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    A Tri-Factor Model of Relationship-Specific Intellectual Humility
    (2025) Benvenisti, Laura; Diamond, Romi; Mizrachi, Sarah; Davis, Alexander J.; Lemay Jr, Edward P.; Lemay Jr, Edward P.
    The current study (N = 498) examined the existence, predictors, and consequences of relationship-specific intellectual humility (R-IH). Intellectual humility refers to the degree to which people recognize that their beliefs may be wrong (Leary et al., 2017). While most research has treated intellectual humility as an individual difference variable that is seemingly stable across situations, it is possible that intellectual humility varies depending on who one is interacting with. R-IH refers to one’s tendency to acknowledge that their beliefs might be wrong when interacting with a specific relationship partner who holds different beliefs or brings forth contradictory evidence. Participants received partial course credit in exchange for participation and completed well-established, reliable scales assessing respect for partner knowledge, concern for partner’s well-being, psychological safety with partner in making mistakes, and level of conflict with regard to three relationship partners: someone they are close to, someone they interact with frequently but are not close to, and someone they conflict with. Findings revealed that R-IH in fact varied significantly across participants’ multiple relationships via a tri-factor model, in which R-IH was uniquely predicted by respect, care for one’s partner, and psychological safety, while R-IH predicted reduced conflict frequency. Results suggest that individuals are more intellectually humble in certain relationships as compared to others; that care, respect, and safety in relationships can strengthen intellectual humility in those relationships; and that intellectual humility toward specific partners may lead to fewer conflicts.