An investigation of the influence of individual differences on susceptibility to product placement.
subject: Product placement, individual differences, cognitive capabilities, inhibitory control, age, familiarity, gender, timepoint, purchase intentions
description: Product placement increased in popularity in 1982 when Reese’s Pieces Chocolate was included in E.T. the film, which led to a 65% increase in sales. Still to this day product placement is omnipresent within our cultural climate and research has supported that it enhances our purchase intentions. However, what remains unknown is how individual differences may influence product placement susceptibility. To address this gap, the current study investigated whether individual differences in cognitive capabilities, inhibitory control, age, familiarity, gender and timepoint enhance/reduce the likelihood of individuals' purchasing intentions being influenced by product placement. To do this, 55 participants (23 younger adults (Mage = 61.62(8.70)) and 22 older adults (Mage = 21.75(0.68)) were presented with images of four cups of coffee and asked to rank their purchase intentions/familiarity with the products. Following this, participants watched three scenes from Coronation Street, with the second clip including a product placement (Costa Coffee). Approximately 48 hours later, participants completed another purchase intentions questionnaire on the same four cups of coffee. The results highlighted that purchase intentions increased immediately post-clip; however they decreased 48 hours post-clip. Therefore, advertisers may use this information to discover ways in which the consumer can easily purchase the product immediately post-clip e.g. through QR codes. In regard to all other variables, no other significant relationships were found. Thus, it cannot be suggested to advertising agencies that product placement targeted to individuals who fulfil a given criteria (e.g. older adults, etc) will achieve optimal results when compared to non-targeted product placement.
creator: Ellen Dimeck
source: Design The present quantitative study adopted a repeated measures design. There were several predictor variables: overall cognitive capabilities (including executive functioning; as assessed by the ACE-III; Hsieh et al., 2013), inhibitory control (as assessed by the Stroop effect), age, familiarity, gender, and timepoint. The dependent variable was susceptibility to product placement as measured by change in purchase intention. Participants At the time of the current studies design no published studies had investigated the influence of individual differences on product placement susceptibility, therefore the required sample size was modelled on the most comparable study the authors could source. Specifically, Hoek et al. (2022) investigated the influence of inhibitory control on advertising literacy activation and advertising susceptibility. Hoek et al. (2022) recruited 57 participants. Given the time restraints of data collection, the authors elected to recruit 55 participants. A total of 55 participants volunteered to participate in part one of the study. All participants were recruited via opportunity sampling through word of mouth and through advertisements placed on various Lancaster University Facebook pages (e.g. the Perception and Action Lab group). Participants were either aged between 18-25 (younger adults) or aged 50 and over (older adults). Out of the 55 participants, there were 27 younger adults (19 women; Mage = 60.93; SDage = 8.26) and 28 older adults (18 women; Mage = 21.78; SDage = 0.85). No participant had a known diagnosis of a psychiatric, neurological, or visual impairment, thus psychiatric, neurological, and visual impairments were not included in the analysis. All participants were White British/Irish. Therefore, there was no variation between ethnicities, thus ethnicity was not included in the analysis either. Given that cognitive capabilities was a key predictor variable within this study, it was necessary to ensure that participants with a …
publisher: Lancaster University
date: 2022
contributor: Alex Myroshnychenko
rights: Open
relation: N/A
format: Data/RStudio.csv
language: English
type: Data
coverage: LA1 4YF

Analogical transfer beyond the analog
subject: analogical transfer insight problem solving extra constraints developmental differences maximization of progress
description: Analogical problem solving involves transferring the method used to solve the base analog onto the target analog based on the structural similarity they share. Studies have found that Experts have no difficulty in solving domain specific analogical problems. While, novice problem solvers fail to solve such problems due to their difficulty in retrieving the base analog. Failure to recollect the correct base analog forces the problem solver to solve the problem in an act first think later manner. They use number of maximizing moves within the problem space to reach the goal state quickly. Use of such maximizing moves in solving analogical problems leads to an impasse, while alternative moves must be sought out. The current study tries to overcome the problem of retrieval of the correct base analog, by implementing an additional factor termed as extra constraint in solving analogical problem. These extra constraint acts in a manner which inhibit the problem solver from choosing problem moves that aim to maximizing their progress to reach the goal state which must essentially be avoided in analogical problem solving tasks. A secondary aim focuses on examining if there exists’ any difference between an adolescent problem solver and adult problem solver. Method: A total of 64 Participants within the age group of, 12-15 and 18-21 years were administered three problems (2 analogical and 1 non analogical). Results: Results demonstrate that the predictor variables (age or money) were not able to predict that participants from the older age category would perform better than the younger age group on any of the problems. Based on second aim, results showed that the older age group able to solve more problems successfully than the younger age group.
creator: Radhika Kuppanda
source: The test materials consisted of paper and pencil tasks (see appended booklet). Each Participant was provided with a booklet which consisted of a set of 5 problems, comprising three experimental tasks and two filler tasks. The first problem was the analogical source problem (sheep dog problem), followed by a filler task (anagram solution). The second problem was the transfer problem (9 ball problem), followed by a second filler task (algebra solution). The last problem was the non-analog problem (cheap necklace problem). There was space provided under each of the problems to allow the participant to work out the solution to each problem. Solutions to each of the problems were also given for the participants. Design and Procedure The study design comprised of a two between-subjects factors. The first factor is Age (12-15; 18-21 years). The second factor is Resource (£8 vs. £12). The dependent variable was the number of correct solutions. The aim of the research was to assess whether to two predictor variables, age and money would predict whether the participant would solve the problem correctly or incorrectly. As per the BPS rules, confidentiality and anonymity of participants were strictly maintained. The study was conducted in a classroom setting with 16 participants being administered the problems at a time. Each participant from each age group was first assigned to low or high resource conditions. 50 % of the participants from older and younger age group received low resource condition (8 pounds) and other 50% high resource condition (12 pounds). Participants received the booklet containing the 3 problems and 2 filler tasks. Each participant was given 5 minutes to attempt each problem. After five minutes, the solution to each problem is shown. The problems contained in the booklet are as follows: ¥ Source problem (killer dog) ¥ Filler task(anagrams) ¥ Transfer problem (ball problem- £8 or £12 versions); ¥ Filler task(algebra) ¥ Non-analogical problem (cheap neckla…
publisher: Lancaster University
date: 2013
contributor: John Towse
rights: Open
format: data/SPSS.sav
language: English
type: Data
coverage: LA1 4YF

Assessing comprehension of health-related texts in non-native and native English speakers
subject: reading comprehension, health literacy, individual differences, language groups.
description: Background — Health written materials are more often complex to comprehend if they mismatch the reading ability of people in the target audience. We need to consider how to make text accessible, by considering individual differences that affect comprehension of written health materials. Surprisingly, there are very few studies that indicate how non-native English speakers and native English speakers differ in comprehension of written health texts. Methods — A total of 557 participants were studied in the present study. In the study, participants were asked to respond to multiple-choice questions that were designed to examine understanding of 25 health texts with different text properties. Each participant responded to tests measuring individual differences in demographics, reading strategy, vocabulary, and health literacy. Findings — Using mixed effects logistic regression analysis, we found that non-native English speakers and native English speakers have different accuracy of responses for written health texts. Effects of vocabulary skills and text readability were significant. These effects were different for different language groups. Native speakers of English with higher scores on vocabulary were more likely to make correct responses to written health texts. Native speakers of English were more likely to make correct responses to written health texts as text readability increased. Conclusion — In future, experimental studies should look at the effects of training to improve vocabulary on reading comprehension for different language groups. Alongside consider sources of variances due to individual differences and text properties for different language groups.
creator: Khushboo Anup Agarwal
source: Design We conducted experimental research on factors that influence the response to written health information, aiming to answer the research question: RQ.1 How does the reader’s attributes such as age, vocabulary skills, health literacy, reading strategy skills, along with text features, interact to predict the comprehension of health information in written texts for native language English speaker and non-native English speaker? We conducted the study to test the hypotheses: 1. Comprehension will be better for people with higher scores on reading skill, vocabulary and health literacy. Comprehension will be lower as age increases. 2. Comprehension will be better for responses to texts which are higher on measures of readability, cohesion, word frequency, referential cohesion, and passive sentences. 3. There will be differences between native and non-native speakers. Comprehension will be better for native speakers. The effect of age, reading strategy, vocabulary skills, and health literacy will be different for different language groups. The effect of cohesion, readability, word frequency, referential cohesion, and passive sentences will be different for different language groups. Ethical approval. The data collection plan and study design were reviewed and approved by a member of the Psychology Department Research Ethics Committee. Pre-registration. The study has not been pre-registered. Participants Participants were recruited using primarily opportunity and snowball sampling. Participants were invited using social media such as Facebook, Instagram, and WhatsApp. We aimed at recruiting Bilingual/Multilingual Indian Residents (18+) who have access to the internet. We collected 201 responses, but only 112 participants were included in our analysis due to incomplete forms by other respondents. Our criterion for including participant data in analyses was that they had to complete 80 percent or more of the survey. We had 112 responses, but we did not test any of the r…
publisher: Lancaster University
date: 13/09/2022
contributor: Huzaifah Adam, Coco, Alex Myroshnychenko
rights: Open
relation: This work is based on Kintsch, W. (1994). Text Comprehension, Memory, and Learning. American Psychologist, 10. White, S., Happé, F.M., Hill, E., & Frith, U. (2009). Revisiting the Strange Stories: Revealing McNamara, D., & Magliano, J. (2009). Chapter 9 Toward a Comprehensive Model of Comprehension. Psychology of Learning and Motivation, 51, 297–384. https://doi.org/10.1016/S0079-7421(09)51009-2 O’reilly, T., & Mcnamara, D. S. (2007). Reversing the Reverse Cohesion Effect: Good Texts Can Be Better for Strategic, High-Knowledge Readers. Discourse Processes, 43(2), 121–152. https://doi.org/10.1080/01638530709336895
format: Excel spreadsheets - .csv R Script - .r
language: English
type: Data
coverage: Developmental, Other

Assessing comprehension of health-related texts in non-native and native English speakers
subject: reading comprehension, health literacy, individual differences, language groups
description: Background — Health written materials are more often complex to comprehend if they mismatch the reading ability of people in the target audience. We need to consider how to make text accessible, by considering individual differences that affect comprehension of written health materials. Surprisingly, there are very few studies that indicate how non-native English speakers and native English speakers differ in comprehension of written health texts. Methods — A total of 557 participants were studied in the present study. In the study, participants were asked to respond to multiple-choice questions that were designed to examine understanding of 25 health texts with different text properties. Each participant responded to tests measuring individual differences in demographics, reading strategy, vocabulary, and health literacy. Findings — Using mixed effects logistic regression analysis, we found that non-native English speakers and native English speakers have different accuracy of responses for written health texts. Effects of vocabulary skills and text readability were significant. These effects were different for different language groups. Native speakers of English with higher scores on vocabulary were more likely to make correct responses to written health texts. Native speakers of English were more likely to make correct responses to written health texts as text readability increased. Conclusion — In future, experimental studies should look at the effects of training to improve vocabulary on reading comprehension for different language groups. Alongside consider sources of variances due to individual differences and text properties for different language groups.
creator: Khushboo Anup Agarwal
source: Design We conducted experimental research on factors that influence the response to written health information, aiming to answer the research question: RQ.1 How does the reader’s attributes such as age, vocabulary skills, health literacy, reading strategy skills, along with text features, interact to predict the comprehension of health information in written texts for native language English speaker and non-native English speaker? We conducted the study to test the hypotheses: 1. Comprehension will be better for people with higher scores on reading skill, vocabulary and health literacy. Comprehension will be lower as age increases. 2. Comprehension will be better for responses to texts which are higher on measures of readability, cohesion, word frequency, referential cohesion, and passive sentences. 3. There will be differences between native and non-native speakers. Comprehension will be better for native speakers. The effect of age, reading strategy, vocabulary skills, and health literacy will be different for different language groups. The effect of cohesion, readability, word frequency, referential cohesion, and passive sentences will be different for different language groups. Ethical approval. The data collection plan and study design were reviewed and approved by a member of the Psychology Department Research Ethics Committee. Pre-registration. The study has not been pre-registered. Participants Participants were recruited using primarily opportunity and snowball sampling. Participants were invited using social media such as Facebook, Instagram, and WhatsApp. We aimed at recruiting Bilingual/Multilingual Indian Residents (18+) who have access to the internet. We collected 201 responses, but only 112 participants were included in our analysis due to incomplete forms by other respondents. Our criterion for including participant data in analyses was that they had to complete 80 percent or more of the survey. We had 112 responses, but we did not test any of the r…
publisher: Lancaster University
date: 2022
contributor: Ashlynn Mayo
rights: Open
relation: This work is based on Kintsch, W. (1994). Text Comprehension, Memory, and Learning. American Psychologist, 10. White, S., Happé, F.M., Hill, E., & Frith, U. (2009). Revisiting the Strange Stories: Revealing McNamara, D., & Magliano, J. (2009). Chapter 9 Toward a Comprehensive Model of Comprehension. Psychology of Learning and Motivation, 51, 297–384. https://doi.org/10.1016/S0079-7421(09)51009-2 O’reilly, T., & Mcnamara, D. S. (2007). Reversing the Reverse Cohesion Effect: Good Texts Can Be Better for Strategic, High-Knowledge Readers. Discourse Processes, 43(2), 121–152. https://doi.org/10.1080/01638530709336895
format: Excel spreadsheets - .csv R Script - .r
language: English
type: Data
coverage: LA1 4YT

Assessing Inference Making in Listening Comprehension in Children in Special Education
subject: Developmental Disorders
description: Successful listening comprehension involves making accurate inferences to interpret the meaning of a story. We assessed inference making in listening comprehension of children in special education in years 4, 5, and 6 (n=12). Children listened to short stories and answered questions to assess local and global coherence inference after each story. Analysis of variance (ANOVA) revealed no significant main effects for children’s first responses for presentation type (whole, segmented) and inference type (local, global). However, after children had received prompts a significant main effect of inference type was shown with children performing better on global than local coherence inferences. Correlational analysis revealed no significant correlations between IQ and inference type but there was a stronger correlation between verbal IQ and inference type than non-verbal IQ and inference type. An independent t-test revealed no significant effect of diagnostic group on IQ or inference type but children in the Autism group performed better than children in the MLD group on both IQ measures and the MLD group scored better on both inference types. We conclude that inference type is important to consider when setting and asking comprehension questions along with the use of prompts to portray and assess children’s full comprehension ability.
creator: Rebecca Hindle
source: Participants The participants were 12 children from years 4, 5 and 6 aged between 8 and 11 (N=12, 3 girls and 9 boys, M=9.67, SD=0.99) from a special needs school in the North West of England. All children had a statement of special educational needs including; Autism, Foetal Alcohol Syndrome, Moderate Learning Disability, Nonans Syndrome, Fetal Vulprate Syndrome and Speech and Language Impairment. All children were verbal with English as their first language. Consent was provided by parents/ carers, the Head of School and each class Teacher. Measures IQ Task The WISC IV was used to determine children’s IQ levels. Children completed one verbal and one non-verbal measure of IQ. The verbal measure was a vocabulary task, children were first shown pictures of items and asked what this is, progressing onto words asking, what does this mean? Children could score either 0, 1 or 2 points depending on the accuracy of their definitions according to the WISC IV manual. There were 36 items, increasing in difficulty, and testing stopped when children answered 5 questions incorrectly in a row. The non-verbal measure was a block design task, this comprised of 14 items starting with simple designs progressing to more difficult designs. Children had to copy patterns either demonstrated by the experimenter for the first 3 patterns or presented in picture format for the following items. There were time constraints for each pattern starting with 30s progressing in length for the more difficult items to 120s. Once children had failed to complete 3 patterns in a row, testing ended. Listening comprehension task The listening comprehension task was taken from Freed and Cain (2016) devised by the Language and Reading Research Consortium (LARRC) (2015). The full set of materials comprised 6 short stories however, for the current study only 4 stories were used: Grandma’s Birthday, The Game, New Pet and A Family Day Out. The stories were all topics appropriate to this age group. There were 8 q…
publisher: Lancaster University
date: 2018
contributor: Ellie Ball
rights: Open
relation: None
format: Data/SPSS.sav
language: English
type: Data
coverage: La1 4YF

Can better linguistic fluency improve the memorability and credibility of a sentence?
subject: Linguistic Fluency, Alliteration, Advertising,Memory,Credibility
description: Processing fluency is often defined as how easy information is to comprehend based on a range of characteristics. One form of processing fluency is linguistic fluency, which refers to how easy a sentence is to interpret, regardless of the information within it. Some research suggests that disfluency can increase the recall of material, but this is contested. Previous studies have also shown that the linguistic fluency of a sentence can be improved with literary devices, such as rhyme, and that this can result in better perceptions of credibility. Research has yet to investigate how alliteration, as an example of linguistic fluency, could improve perceptions of credibility and the memorability of a sentence. This research investigated this by operationalising lists of alliterating and non-alliterating aphorisms, alongside measures of self-reported credibility and memorability, in a between-subjects study. Results of two independent t-tests provided two significant results, suggesting that better linguistic fluency improves the credibility and memorability of a sentence. Implications for researchers, the legal system and advertising are discussed.
creator: Hamish Bromley
source: Materials The preliminary five aphorisms were provided by Astroten with five further aphorisms being added to increase the power of the study. Aphorisms that were selected came from various literary examples, such as quotes from English Literature (Williams, 2011). Alternatively, some aphorisms were created using the definition “a short clever saying that is intended to express a general truth” (Cambridge Dictionary, 2022). The most common alliterating aphorisms, such as “All roads lead to Rome”, were purposefully avoided so that the effect of familiarity had a reduced effect on the memorability self-report. When creating the non-alliterating aphorisms, alliterating words were exchanged for non-alliterating words using a thesaurus so that the change in alliterative properties did not affect the overall meaning. The alliterating and non-alliterating aphorisms were kept divided into two different lists and were counterbalanced in a random order for each participant (Appendix C). Participants were asked to rate the credibility of the aphorisms based on a Likert scale of 1-9, in parallel with the scale used by McGlone and Tofighbakhsh (1999). Participants were asked to complete two games of Sudoku as a filler task (Appendix D). The grids were designed so that participants would begin with the easier version and move on to a more challenging version to ensure that the task occupied the full amount of time. Instructions were provided so that those who were unfamiliar with the game were still able to attempt the task. 18 Additionally, participants were given a piece of paper with 10 individual sections to write down as many of the aphorisms as they could remember at the end of the study. They were also provided with a pen, and time was kept using a watch. Design This study used a between-subjects design. This was chosen because there was a strong chance that order effects would impact the results of the memory test in a repeated measures design, due to the similarity betwe…
publisher: Lancaster University
date: 07.09.2022
contributor: Coco
rights: Open
relation: Dissertation
format: Excel/xlsx.
language: English
type: Data
coverage: Marketing

Can better linguistic fluency improve the memorability and credibility of a sentence?
subject: Linguistic Fluency, Alliteration, Advertising,Memory,Credibility
description: Processing fluency is often defined as how easy information is to comprehend based on a range of characteristics. One form of processing fluency is linguistic fluency, which refers to how easy a sentence is to interpret, regardless of the information within it. Some research suggests that disfluency can increase the recall of material, but this is contested. Previous studies have also shown that the linguistic fluency of a sentence can be improved with literary devices, such as rhyme, and that this can result in better perceptions of credibility. Research has yet to investigate how alliteration, as an example of linguistic fluency, could improve perceptions of credibility and the memorability of a sentence. This research investigated this by operationalising lists of alliterating and non-alliterating aphorisms, alongside measures of self-reported credibility and memorability, in a between-subjects study. Results of two independent t-tests provided two significant results, suggesting that better linguistic fluency improves the credibility and memorability of a sentence. Implications for researchers, the legal system and advertising are discussed.
creator: Hamish Bromley
source: Materials The preliminary five aphorisms were provided by Astroten with five further aphorisms being added to increase the power of the study. Aphorisms that were selected came from various literary examples, such as quotes from English Literature (Williams, 2011). Alternatively, some aphorisms were created using the definition “a short clever saying that is intended to express a general truth” (Cambridge Dictionary, 2022). The most common alliterating aphorisms, such as “All roads lead to Rome”, were purposefully avoided so that the effect of familiarity had a reduced effect on the memorability self-report. When creating the non-alliterating aphorisms, alliterating words were exchanged for non-alliterating words using a thesaurus so that the change in alliterative properties did not affect the overall meaning. The alliterating and non-alliterating aphorisms were kept divided into two different lists and were counterbalanced in a random order for each participant (Appendix C). Participants were asked to rate the credibility of the aphorisms based on a Likert scale of 1-9, in parallel with the scale used by McGlone and Tofighbakhsh (1999). Participants were asked to complete two games of Sudoku as a filler task (Appendix D). The grids were designed so that participants would begin with the easier version and move on to a more challenging version to ensure that the task occupied the full amount of time. Instructions were provided so that those who were unfamiliar with the game were still able to attempt the task. 18 Additionally, participants were given a piece of paper with 10 individual sections to write down as many of the aphorisms as they could remember at the end of the study. They were also provided with a pen, and time was kept using a watch. Design This study used a between-subjects design. This was chosen because there was a strong chance that order effects would impact the results of the memory test in a repeated measures design, due to the similarity betwe…
publisher: Lancaster University
date: 07.09.2022
contributor: Cyrus
rights: Open
relation: None
format: Excel/xlsx.
language: English
type: Data
coverage: LA1 4YF

Can We Reduce Childhood Obesity in the Community? A qualitative Perspective that Discusses the Barriers and Strategies to Childhood Obesity within Miles Platting and Newton Heath.
subject: Childhood Obesity. Poverty. Education. Barriers. Strategies. Recommendations.
description: Childhood obesity (CO), which can have long-term negative health issues, has increased dramatically over the last thirty years. Given this, NHS Manchester has commissioned this study, with a particular focus on the Manchester boroughs of Miles Platting and Newton Heath, due to the high rates of CO in those areas, to explore the relevant dynamics involved, understand the barriers to healthier eating/lifestyles and derive strategies to combat CO. A semi-structured interview style was utilised, with healthcare professionals. Within these interviews, the healthcare professionals commented on their experiences of CO within their job roles and what they believe to be the barriers for parents to be for CO. Their thoughts based on parents' experience with CO were formed due to working with parents and discussing these barriers with them. It was found that a child's home life massively impacts the likelihood of a child's obesity, with parental education, motivations and poverty playing significant roles, along with a parent’s lack of skills, knowledge, money, and time. Based on these factors, strategies are discussed that have been successful or unsuccessful previously, as well as ideas for future strategies. Based on these findings, it is suggested that collaboration between the different services offered within the Manchester area offers scope for improvement, while strategies to help reduce CO need to focus on a ‘show and tell’ aspect whereby individuals receive immediate support, such as having access to healthy food, while gaining the practical skills to help them create a sustainable change, such as learning how to cook or budget. These strategies are discussed about the general community and specific goals for NHS Manchester to increase the likelihood of healthier lifestyles being adopted.
creator: Charlotte Graham
source: Sample Nine people participated in the current study. Each of these participants were healthcare professionals over the age of 18. The term ‘healthcare professionals’ was a broad term for anyone in a professional capacity who dealt with CO in their job role. The initial participants were recruited from the contacts of the NHS Manchester Local Care Organisation, and then a snowball sample from these initial participants. The job roles presented in this sample included a business manager for a school, a school meal supervisor, a GP nurse, a bursary manager, and an array of service workers for the local community in different services, such as the Healthy Weight Team in Manchester. Each participant worked within Manchester, specifically Miles Platting and Newton Heath. Design and Materials Ethics Data collected in this qualitative study was reviewed and approved by the Faculty of Science and Technology Ethics Committee at Lancaster University (see Appendix A). All the participants were provided with information about this study and knew their ethical rights, such as the right to withdraw, confidentiality, and data protection. Procedure The initial participants were introduced to the researcher via email by a Manchester Local Care Communication member. Once this introduction had taken place, communication about the research and the arrangement of the interviews were discussed between the researcher and the participant through email. After completing their interview, these participants introduced the researcher to their other contacts through email (snowball sample). Email was the primary contact method for each participant and the recruitment process. Each interview was an online semi-structured interview, lasting between 30-60 minutes. The online software used was Microsoft Teams, which facilitated the discussion, recorded it and created a transcript. Due to the limitations of the software, the audio and visual information of the Microsoft Teams Meeting would be record…
publisher: Lancaster University
date: 2023
contributor: Georgie Comerford Katy Nichol
rights: Open
relation: None.
format: Text/Word doc.
language: English
type: Interviews
coverage: LA1 4YF

Carer adaptation to childhood epilepsy: The role of the Epilepsy Specialist Nurse.
description: Positive carer adaptation to childhood epilepsy is essential as poor adaptation can be detrimental to child behaviour outcomes. Fulfilment of carer psycho social and informational need is important to facilitate successful adaptation to childhood epilepsy. The role of the Epilepsy Nurse Specialists (ESN) is well suited to meet psychosocial need and so ESNs are hypothesised to improve carer adaptation and in turn child behaviour. This study investigated carer adaptation in geographical areas in the north of England with and without ESN provision using telephone interviews with carers of children with epilepsy. It was found that ESN provision had no significant effect on carer adaptation, psycho social needs of the carer, or child behaviour. Reasons for why no effect was found is attributed to the significant difference in condition severity and comorbidity between the groups that require more complex care needs. Limitations and future research directions are discussed.
creator: Kate Greene
source: 1. Parent Response to Child Illness (PRCI). Participants were assessed in three outcome measures. 2. Parent Report of Psychosocial Care Scale (PRPCS). The second area of assessment was carers' perceived need for information and support. 3. Child Behaviour Checklist (CBCL). The third measure is a measure of child behaviour using the CBCL (Achenbach & Rescorla, 2001). 4. Hague Seizure Severity Scale (HASS). Participants were also asked to provide information relating to their child's seizure severity, their mental health and demographic information so intergroup comparisons could be made. 5. General Health Questionnaire (GHQ). Mental health of the carer was assessed using the short form of the GHQ (Goldberg & Hillier, 1979). 6. Demographic Information. Additionally participants were asked to complete a questionnaire containing demographic information, and also information relating to age of seizure onset, time of last seizure, seizure frequency, anti-epileptic drug (AED)therapy and adherence to this medication.
publisher: Lancaster University
date: 2013
contributor: Chen, Jhih-Ying
rights: Open
format: data/SPSS.sav
language: English
type: Data
coverage: LA1 4YF

Cerebral Lateralisation for Emotion Processing of Chimeric Faces in Individuals with Autism Spectrum Disorder
subject: autism spectrum disorder, cerebral lateralisation, emotion processing, adults, children, chimeric faces task
description: Many studies have suggested that typical lateralisation for emotion processing tasks, such as facial emotion recognition, is lateralised to the right-hemisphere, with different emotions eliciting differing strengths of lateralisation (Bourne, 2010). However, there has been much debate as to the lateralisation of individuals with autism spectrum disorder (ASD) (Ashwin et al., 2005; Shamay-Tsoory et al., 2010). This study assessed the cerebral lateralisation of 30 adults with ASD, five children with ASD, 435 neurotypical adults and ten neurotypical children in a chimeric faces task, and aimed to identify whether the atypical lateralisation seen in children with ASD persists into adulthood (Taylor et al., 2012). Furthermore, the study aimed to identify whether lateralisation strength is affected by the emotion of the facial stimuli. No emotion- or age-related change in lateralisation was found, however, participants with ASD demonstrated a weaker right-hemispheric lateralisation compared to neurotypical participants. Therefore, this study supported the concept that individuals with ASD show atypical lateralisation which persists into adulthood, however, no evidence was found to support the concept that different emotions elicit different strengths of lateralisation.
creator: Alexandra Crossley
source: Method Participants Data from a total of 481 participants with native level English proficiency (or age expected language development in children), normal or corrected-to-normal vision and no history of neurological disease or hearing loss were analysed for the current study (Table 1). Participants in the group ‘adults with ASD’ (N = 30; age: M = 30.17, SD = 9.85) were recruited through adverts on social media, through Prolific Academic (www.prolific.co), and through word of mouth. Participants in the groups ‘children with ASD’ (N = 5; age: M = 6.8, SD = 1.48) and ‘neurotypical children’ (N = 11; age: M = 7.0, SD = 1.90) were recruited through primary schools and word of mouth (Brooks, 2023), and parents of potential child participants were required to email a researcher to express their interest in participation. Participants in the group ‘neurotypical adults’ (N = 435; age: M = 29.44, SD = 8.03) were recruited through Prolific Academic (www.prolific.co) as part of a larger online behavioural laterality battery (Parker et al., 2021). Of the 481 participants who took part in the study, 32 were excluded during the data cleaning process (see Table 1 and Data Analysis for further information). Measures As part of the study, a series of questionnaires were administered to collect information about the participants to ensure that individual differences could be accounted for. Participants were asked to complete the study and its associated questionnaires and tasks prior to beginning the main chimeric faces task, and were requested to use a desktop or laptop computer for the entirety of the study. For the ‘neurotypical children’ and ‘children with ASD’ groups, parents were asked to complete the questionnaires on behalf of the children and were asked to be present for the tasks, which were completed during a Microsoft Teams call with a researcher. The study was completed online using the Gorilla Experiment Builder (www.gorilla.sc), a cloud-based tool for collecting data in…
publisher: Lancaster University
date: 5th September 2023
contributor: Alexandra Haslam Alexis McGuire xue guo
rights: Open
relation: None
format: .csv
language: English
type: Data
coverage: LA1 4YF