College of Behavioral & Social Sciences
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The collections in this community comprise faculty research works, as well as graduate theses and dissertations..
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Item The Effects of Causal Attributions and Previous Status on Expectations(2024) Greenberg, Mollie; Lucas, Jeffrey W; Sociology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)In this dissertation, I explore the influence of status history and causal attribution on expectations. I propose that information about status history and causal attribution of status help to explain how expectations form. To test these propositions, I develop a model that accounts for the possible influence of previous history with a characteristic on current expectations. I also propose that causal attribution and previous status information may work in concert to influence expectations. I examine the influence that causal attribution of status has on expectations when status remains consistent and the influence of causal attribution in the event of status change. I begin by assessing the utility of this combined “Status-Attribution Model” overall. Next, I build upon findings examining if perception of status affects both expectations of those being evaluated and behavior toward these individuals. Finally, I explore effects that the combination of status history and attribution has on the self-concept. In Study 1, I found, as expected, that information about status history and information indicating attribution of status can affect expectations. Status loss had a significantly negative effect on evaluations compared to evaluations of those with consistently low status. Also as expected, internal attribution of status led to significant differences between ratings. Results from Study 2 were more variable. As expected, those who experienced status loss were rated as significantly more dependent than those who remained consistently low status on that characteristic. But causal attribution of status did not always affect evaluations. In Study 3, many findings supported my hypotheses. As predicted, internal attribution of low status made individuals rate themselves as less trustworthy and report a lower sense of mastery and self-esteem. And the effect of attribution on self-concept was magnified when considered with status loss. But unexpectedly, those that experienced status loss rated themselves as significantly less able and competent relative to those with consistent low status. Results from each study indicate that factors apart from current status, including status history and causal attribution, can significantly influence expectation formation. Both expected and unexpected findings present many avenues for future research.Item Reliability of The CVI Range: A Functional Vision Assessment for Children with Cortical Visual Impairment(2009) Newcomb, Sandra; Beckman, Paula; Survey Methodology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)ABSTRACT Reliability of The CVI Range - A Functional Vision Assessment for Children with Cortical Visual Impairment Children identified as visually impaired under the Individuals with Disabilities Education Act (IDEA) need to have a functional vision assessment to determine how the visual impairment affects educational performance. Most current functional vision assessments have been based on the needs of children with ocular visual impairments (children with damage to the eye structures). Children with visual impairment due to brain damage, or cortical visual impairment (CVI), have unique vision characteristics that are often different from children with ocular visual impairments. Given this situation, Roman-Lantzy (2007) developed The CVI Range for conducting a functional vision assessment of children with CVI. The purpose of this study was to examine the reliability of The CVI Range. In this study, 104 children were assessed with The CVI Range. Twenty-seven children were tested by two examiners to determine inter-rater reliability; 20 children were tested on two occasions to determine the test-retest reliability; and 57 children were tested one time by a single examiner. The CVI Range had an internal consistency measure or alpha of .96. The inter-rater reliability coefficient was .98 and the test-retest reliability coefficient was .99. In addition, the CVI Range has two sections that are scored differently and the scores from the two sections were compared to determine if they provided similar scores and therefore similar implications for intervention. Kappa, or the index of agreement, for the two parts of the assessment was .88. Results of this study indicated that The CVI Range is a reliable instrument. Future research needs to focus on training needs related to administration of The CVI Range as well as training of the many professionals that serve children with CVI. Research is also needed to determine appropriate and effective interventions for children with CVI. The CVI Range can be used to document progress and therefore determine the effectiveness of interventions and further knowledge in the field of evidence-based practices that are appropriate for children with CVI.