Theses and Dissertations from UMD
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New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a give thesis/dissertation in DRUM
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Item Daggers of the Mind: Performing Madness and Mental Disorder on the Early English Stage(2023) Rio, Melanie; Passannante, Gerard; English Language and Literature; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Madness is such a popular device in early modern English drama that extant playscripts are littered with stage directions indicating that a character should enter “like a madman” or simply, “mad.” Because the public playhouse required the psychosomatic participation of actors and observers from every social class and category, it served as a unique cultural laboratory in which to explore questions of cognition, embodiment, identity, and interiority. Madness as a theatrical device also offers unique insight into the challenge of “performing” an invisible disability. This dissertation examines representations of madness in the early English playhouse—primarily in the works of works Shakespeare, but also considering works by Fletcher, Webster, Middleton, Armin, and others—as well as extradramatic primary sources such as court cases and physicians’ notebooks in order to demonstrate how intersecting indices of identity influence the construction and interpretation of early modern cognitive disorder.Item Repositioning Cognitive Kinds(2022) Roige Mas, Aida; Carruthers, Peter; Philosophy; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This dissertation puts forward a series of theoretical proposals aimed to advance our understanding of cognitive kinds. The first chapter introduces the general debates that provide the philosophical underpinnings for the topics addressed in each of the following chapters. Chapter two compares and distinguishes between modules of the mind and mechanisms-as-causings, arguing that they should not be conflated in cognitive science. Additionally, it provides a novel “toolbox” model of accounts of mechanisms, and discusses what makes any such account adequate. Chapter three addresses the question of whether there is a role within the new mechanistic philosophy of science for representations. It advances a proposal on how to carve working entity types, so that they may include representational explanans. Chapter four offers an account of mental disorders, one that captures the regulative ideal behind psychiatry’s inclusion of certain conditions as psychopathologies. Mental disorders are alterations in the production of some mental outputs (e.g. behaviors, beliefs, emotions, desires), such that their degree of reasons-responsiveness is extremely diminished with respect to what we would folk-psychologically expect it to be.Item Towards a Theory of Transmedial Immersion(2020) Frew, Kathryn Kaczmarek; Kraus, Kari; English Language and Literature; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Immersion names a physical, mental, and emotional state in which narrative can take control over a reader. Traditional theories of immersion, rooted in the metaphors of enchantment and transportation, assume that the boundaries of the text constitute the boundaries of the reader’s engagement with the story. In other words, if you close the book, immersion ends. Transmedia narratives, such as the Matrix franchise, challenge these assumptions because the story moves across media boundaries. By putting theories from disciplines such as psychology, cognitive science, narratology, and media studies in conversation and testing them against case studies of transmedia narratives, I propose a new theory of transmedial immersion that accommodates all narratives, particularly those crossing media boundaries. Transmedial immersion is the phenomenological experience of a narrative by which the features of the storyworld, characters, and plot become the primary focus of the reader/viewer/player’s consciousness. This immersion bleeds beyond the boundaries of the medium and narrative experience, allowing it to be individual or communal. As I show through a reading of the interaction of print text, augmented reality, and digital narrative in The Ice-Bound Concordance, transmedial immersion relies on distributed, rather than focused, attention, and embraces the materiality and hypermediacy of the reading/viewing/playing experience. Contrary to assumed effortlessness, transmedial immersion requires cognitive effort as readers collate and assemble all the aspects of the narrative. For example, players of the alternate reality games DUST and The Tessera use cognitive blending (as described by Mark Turner) to blur the ontological boundaries of fiction and reality, demonstrated in their use of metalepsis. Finally, transmedial immersion allows the narrative to be simultaneously enjoyed and critiqued, an approach Alexis Lothian calls “critical fandom.” The theory explains how Harry Potter fans reacted to the Fantastic Beasts movies by embracing Newt Scamander as an unlikely hero while raising concerns about cultural appropriation and queer representation. This theory of transmedial immersion not only provides a framework for understanding narrative engagement in the new media landscape, it also prompts literary scholars to reexamine how their assumptions about the process of reading, viewing, and playing texts in a single medium inform their criticism.Item An Examination of the Relationship Between Prior Musical Sophistication and Language Outcomes in People With Aphasia(2018) Fisher, Sarah J.; Faroqi-Shah, Yasmeen; Hearing and Speech Sciences; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Research suggests there is a neural relationship between music and language, such that higher levels of musical sophistication may be positively correlated with a person’s linguistic and cognitive functioning. Though most of the research has focused on neurotypical individuals, the implication is that musical sophistication could benefit a person with a neurological impairment such as aphasia, perhaps by preserving linguistic abilities after the person has sustained a stroke. The study outlined here seeks to replicate and expand on the findings of Faroqi-Shah et al. (in prep) by looking at musical sophistication’s influence on aphasia severity as well as on specific language and cognitive domains (e.g., syntax, auditory processing, memory, and cognitive control). Knowing what specific domains of language or cognition are involved could help researchers better understand the neural location of musical and linguistic resources as well as the behavioral benefit of increased reserve in a neurologically impaired individual.Item How Electrical Engineering Students Design Computer Programs(2014) Danielak, Brian Adam; Elby, Andrew; Gupta, Ayush; Curriculum and Instruction; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)When professional programmers begin designing programs, we know they often spend time away from a computer, using tools such as pens, paper, and whiteboards as they discuss and plan their designs (Petre, van der Hoek, & Baker, 2010). But, we're only beginning to analyze and understand the complexity of what happens during such early-stage design work. And, our accounts are almost exclusively about what professionals do. For all we've begun to understand about what happens in early-stage software design, we rarely apply the same research questions and methods to students' early-stage design work. This dissertation tries to redress that imbalance. I present two case studies — derived from my 10 study participants — of electrical engineering (EE) students designing computer programs in a second-semester computer programming course. In study 1, I show how analyzing a student's code snapshot history and conducting clinical interviews tells us far more about her design trajectory than either method could alone. From that combined data I argue students' overall software designs can be consequentially shaped by factors — such as students' stances toward trusting their code or believing a current problem is a new instance of an old one — that existing code snapshot research is poorly equipped to explain. Rather, explanations that add non-conceptual constructs including affective state and epistemological stance can offer a more complete and satisfactory account of students' design activities. In study 2, I argue computer science and engineering education should move beyond conceptual-knowledge and concept deficit explanations of students' difficulties (and capabilities) in programming. I show that in doing design students do, say, write, and gesture things that: – Are outside the phenomenological scope of most (mis)conceptions accounts of programming – Would be explained differently under frameworks that emphasize manifold epistemological resources. Some student difficulties can be recast as epistemological blocks in activity rather than conceptual knowledge deficits. Similarly, some students' productive capacities can be understood as epistemologically-related stances toward an activity, rather than evidencing particular knowledge of specific computational concepts. – Would suggest different instructional interventions if teachers attended to the stabilizing aspects — such as epistemological dynamics — that help these episodes of activity cohere for students.Item Variability in Cognitive Performance and Learning in Younger and Older Adults Explained by Cardiovascular Fitness, Physical Activity, and APOE Genotype(2013) Kayes, Maureen K.; Hatfield, Bradley D; Kinesiology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This dissertation investigated the association of physical activity with cognition in two cross-sectional studies. Physical activity has been positively associated with cognitive function, and in older adult populations has shown an additional benefit for carriers of the ApoE- å4 allele. Cognitive training has also revealed a benefit for improved cognitive performance. Questions remain, however, about the interaction of these factors in their relation with cognition. One study addressed the relationship between physical activity and cognitive performance during executive function and working memory challenges in adults ages 50-70, and the other explored the role that physical activity plays in learning in adults ages 22-50 undergoing an online cognitive training intervention. In both studies, regard for influence of the ApoE genotype was considered, and the concept of specificity of physical activity was explored through employment of measures of both cardiovascular fitness and weekly physical activity kilocalorie expenditure. The study of older adults revealed that performance on a working-memory task was positively related to weekly kilocalorie expenditure in APOE-å4 carriers, with no such benefit for non-carriers during a moderate challenge condition of the task, while a positive relationship was revealed for both å4 carriers and non-carriers during a more challenging condition, but the magnitude of the relationship was greater in å4 carriers. The study of younger adults revealed no transfer benefits for cognitive training; however, cardiovascular fitness was positively related to performance after the intervention on a transfer task of proactive interference, and a positive trend was also found for cardiovascular fitness on a divided-attention language vocabulary learning task. No association was observed with regard to APOE-å4 genotype for any post-intervention task or learning transfer challenge. Taken together, these studies reveal that physical activity is associated with improved cognition in younger and older adults alike, but with specificity as to volume or intensity of physical activity mediating the relationship, cognitive processes benefited, and the role that the APOE-å4 genotype plays.Item Examining the role of stressful life events on cognition and determining mediating and moderating pathways among postmenopausal women(2011) Bibeau, Wendy; Young, Deborah R; Epidemiology and Biostatistics; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)BACKGROUND: Major life events, largely considered to be a source of great stress, are an inevitable process of the life span. Preliminary evidence suggests that the stress arising from major life events may serve as a risk factor for cognitive function decline. Evidence also indicates external (e.g., physical activity) and internal factors (i.e., psychological variables) can attenuate the physiologic effects of stress. Thus, there may be two important pathways through which stress affects health. PURPOSE: The primary aim of this dissertation was to investigate the independent and interactive effects of stressful life events on cognitive function among a sample of postmenopausal women. In addition, the possible moderating and or mediating role of external and internal factors on the relationship between stressful life events and cognitive function were examined. METHODS: Data from the Women's Health Initiative Memory Study, a randomly selected subset of the Women's Health Initiative Hormone Trial, were analyzed. To control for any treatment effects, only data from participants randomized into the placebo groups were pooled and used for all analyses, leaving a total of 3775participants. All participants had five data collections points, including baseline through four years of follow-up. Linear mixed effects models were used to answer all prospective research questions. Moderation and mediation models were used to determine presence of effect modification or mediation of external or internal variables. RESULTS: Our results appear to indicate that there was a negative relationship between stressful life events and cognitive function scores. Reporting an ill spouse/partner was associated with lower cognition scores compared to those without reporting a spouse/partner (B = -0.68, p < 0.0001). Exposure to three or more stressful life events at every data collection period was also associated with lower cognitive function scores (B = -0.61, p = 0.021). External factors did not appear to moderate this negative relationship; however, internal factors such as optimism, hostility, and negative expressiveness did. Specifically, exposure to more stressful life events was associated with less favorable psychological states, which in turn, were associated with lower cognitive function scores. CONCLUSION: Our results appear to lend support that exposure to certain life events and repeated exposure of stressful life events is associated with lower cognitive functioning. In addition, our findings provide modest evidence that psychological mechanisms are an important pathway through which stressful life events affect cognitive functioning over time among a representative sample of post-menopausal women. While stressful life events are largely unavoidable, the associated increased risk of cognitive function decline may be in part offset by various psychological factors.Item COGNITIVE PERFORMANCE AND THE EVOLUTION OF MULTIPLE BEHAVIORAL DISPLAY TRAITS(2010) Keagy, Jason Christopher; Borgia, Gerald; Behavior, Ecology, Evolution and Systematics; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Males of many species have complex behavioral sexual displays and it is possible that these displays indicate aspects about male quality because of their relationship with cognitive ability. However, the relationship between behavioral display traits, cognitive ability, and reproductive success has received little attention. Satin bowerbirds, Ptilonorhynchus violaceus, are an excellent species for studying this relationship because their complex male courtship suggests a selective advantage to individuals with superior cognitive abilities. Here I show that cognitive performance can have important effects on mating success and the quality of behavioral displays. First, I present males with two novel problem solving tests and find that males who are better at solving these problems have higher mating success, establishing a link between male cognitive ability and sexual attractiveness. Second, I add four additional cognitive tests to expand the diversity of cognitive abilities tested and construct two measures of general cognitive ability using these data: the scores from an analysis that best explains covariation among performance on the different cognitive tests (g), and the average rank score on these cognitive tests ("IQ"). I show that these measures of general cognitive ability, as well as the majority of the independent cognitive tests, are positively associated with mating success. Third, I construct a different composite measure of male cognitive ability using an analysis that determines the combination of cognitive traits that make males most successful in attracting females (f). I show that this measure is significantly associated with my measures of general cognitive ability, suggesting that evolution of cognitive ability in bowerbirds is possible if there is sufficient heritability. I construct three different aggregate measures of male display quality (produced from four behavioral display traits) and find that they are all associated with f and with mating success. Finally, I show some support for the hypothesis that separate display traits may indicate different aspects of male cognitive ability. These results suggest that behavioral display traits may have a special role in sexual selection because of their connection to cognitive ability. Overall, this research highlights the importance of considering the interrelationship between cognitive ability and sexual selection.Item Memorable Moments: A Philosophy of Poetry(2006-08-07) Ribeiro, Anna Christina Soy; Levinson, Jerrold; Philosophy; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)In my dissertation I give a philosophical account of poetry from an analytic perspective--one that is also informed by studies in linguistic communication (pragmatics) and cognitive psychology, and that takes into account the many varieties of poetic traditions around the world. In chapter one I argue that philosophically rigorous study of poetry is long overdue, and that it should focus not on what poetry has in common with the other literary arts, but rather on what is distinct to it. In chapter two I give a cross-cultural history of poetry, showing the many types of features that are typical of the art form. From this history it emerges that beneath the variety of poetic traditions all over the globe lies a remarkably consistent set of features--the use of recurrence patterns. In chapter three I argue for an intentional-historical formalist definition of poetry according to which a poem is either (1) a verbal art object relationally or intrinsically intended to belong in the poetic tradition, or (2) a verbal art object intrinsically intended to involve use of repetition schemes (naïve poetry-making). In my fourth chapter I investigate the psychological reasons for poetry to have begun as and remained an art that relies on repetition devices, focusing on two non-literate groups: the illiterate trovadores of Northeastern Brazil, and pre-literate children. Both cases suggest an innate predisposition to attend to and produce linguistic recurrence structures of various, sometimes highly intricate, sorts. In my fifth chapter I consider the Relevance theory claim in pragmatics that, as a rule, repetition incurs extra linguistic processing effort, and that this must be outweighed by an increase in contextual effects, given the assumption of relevance. I argue that although this picture of poetic understanding is largely correct, repetition can also be seen as a cognitive facilitator, helping us draw connections that might have gone unnoticed without it. I conclude by exploring the contributions my approach to poetry may offer to other topics in aesthetics and philosophy art, such as aesthetic experience, aesthetic properties, and theories of interpretation.Item Attachment Security and the Processing of Attachment-Relevant Social Information in Late Adolescence(2006-04-26) Dykas, Matthew Jason; Cassidy, Jude A; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)According to attachment theory, internal working models of attachment function to influence the ways in which individuals obtain, organize, and operate on attachment-relevant social information (Bowlby, 1980). The principal aim of this investigation was the examination of whether adolescents' internal working models of attachment are linked to their memory for attachment-relevant social information. I proposed that adolescents who possess negative internal working models of attachment (i.e., insecure adolescents and adolescents who possess negative representations of their parents) process attachment-relevant social information differently from adolescents who possess positive internal working models of attachment (i.e., secure adolescents and adolescents who possess positive representations of their parents). I also proposed that such differences are associated with two distinct patterns of attachment-relevant social information-processing. More precisely, I hypothesized that insecure adolescents and adolescents who possess negative representations of their parents are more likely to <em>suppress</em> attachment-relevant social information (from entering conscious awareness) in some circumstances, and to process attachment-relevant social information in a <em>negatively-biased schematic manner</em> in others. To test this hypothesis, I tapped adolescents' (n = 189) internal working models of attachment by assessing their "state of mind with respect to attachment" (as assessed using the Adult Attachment Interview), representations of parents, and attachment-related romantic anxiety and avoidance (as assessed using the Experiences in Close Relationships Inventory). I used four experimental tasks to assess adolescents' memory for attachment-relevant social information. Many of the findings reported in this investigation can be viewed as supporting the notion that insecure adolescents and adolescents who possess negative representations of their parents either suppress attachment-relevant social information or process such information in a negatively-biased schematic manner. For example, in the experimental task that tapped suppression, insecure adolescents showed poorer memory for emotionally-significant childhood experiences. Moreover, in all three of the experimental tasks tapping schematically-driven social information-processing, insecure adolescents and adolescents who possessed negative representations of their parents showed either greater memory for negative parental attributes or more negative reconstructive memory for conflict. In addition to these principal findings, evidence emerged that adolescent attachment was linked to memory for peer-related information, as well as to parents' reconstructive memory for adolescent-parent conflict.