Thursday, March 3, 2022 6:30pm-7:50pm

1 1 Thursday, March 3, 20226:30pm-7:50pmInvited SpeakerWestside Ballroom 1 & 2 PSI CHI KEYNOTE: SHARON MANNET hursday, March 3, 20226:30pm-7:50pm CHAIR: JAMIE BODENLOS PSYCHOLOGICAL INTERVENTIONS FOR CANCERPATIENTS AND FAMILY SHARON MANNE (RUTGERS UNIVERSITY) Women diagnosed with gynecological cancer face manypsychosocial and physical challenges. Symptoms are typicallysubtle and non-specific, and there is no regular is usually delayed, and greater than two thirds of thesecancers are diagnosed at advanced stages. The five-yearsurvival for patients with advanced cancer is lower than 45%.The course is characterized by recurrences and multiple coursesof treatment, which ultimately do not control the disease. Giventhe difficult course and poor prognosis, it is not surprising thatpsychological distress is relatively prevalent. Only a limitednumber of psychological interventions have been developed andevaluated for this population, and these have had inconsistenteffects.

2 Some trials have shown significant short-term reductionsin distress, but others have not. In our work, we developed andevaluated the efficacy of two interventions a coping andcommunication skills intervention (CCI) and a supportivecounseling (SC) intervention and compared both to Usual Care(UC) in two large randomized controlled trials. Dr. Manne willsummarize her team s intervention research with this populationover the last 15 years. Friday, March 4, 20228:00am-9:20amPaperO'NeillLEARNING PAPERS: CONDITIONS FOR LEARNINGF riday, March 4, 20228:00am-9:20am CHAIR: NOELLE MICHAUD 8:00am - 8:15am PARTIAL reinforcement EFFECTS ON ACQUISITIONAND EXTINCTION OF A CONDITIONED TASTE AVERSION NOELLE MICHAUD, MARK BOUTON (UNIVERSITY OFVERMONT) In four experiments, rats received a taste paired with lithiumchloride on every trial or on only some of the trials (partialreinforcement).

3 Reinforced and nonreinforced trials causeddecreases and increases (respectively) in consumption on thenext trial. A partial reinforcement extinction effect was alsoobserved when there was a large number of conditioning provide more evidence that aversion learning mightfollow rules that are not different from other forms of associativelearning. 8:20am - 8:35am OBTAINING THE BENEFIT OF TRIAL SPACING WITHOUTLENGTHENING THE TRAINING SESSION SARAH CHEW (BINGHAMTON UNIVERSITY, SUNY),SANTIAGO CASTIELLO, ROBIN A. MURPHY (UNIVERSITY OFOXFORD), JAMES E. WITNAUER (SUNY BROCKPORT),RALPH R. MILLER (BINGHAMTON UNIVERSITY, SUNY) Positive contingency judgments of two events are based not onlyon the conjoint occurrence of said events but also theirco-absence. Whereas human learning is not as heavilyinfluenced by co-absences as by co-occurrences, we found thatmanipulating the frequency of co-absence trials had a greaterimpact on judgments of associations than manipulating theduration of co-absence.

4 Our findings indicate that more frequent(but shorter) co-absence benefits associative learning withoutchanging overall training time. 8:40am - 8:55am DISSOCIATING THE EFFECTS OF PROBABILITY AND RATEOF reinforcement ON CR STRENGTH JORGE MALLEA (COLUMBIA UNIVERSITY), LILY LE, ATARASCHULHOF (BARNARD COLLEGE), CHARLES R. GALLISTEL(RUTGERS UNIVERSITY), PETER D. BALSAM (COLUMBIAUNIVERSITY; BARNARD COLLEGE; NEW YORK STATEPSYCHIATRIC INSTITUTE) Two experiments in mice dissociated the effects of probabilityand reinforcement rate on Pavlovian learning, by manipulatingthe number of reinforcers signaled by the cue (Experiment 1), ordividing a fixed delay to reinforcement into different numbers ofindividual trials (Experiment 2). The results of both experimentssuggest that probability of reinforcement influences responseprobability and rate independently of changes in reinforcementrate.

5 Altering probability had no effect on speed of acquisition ineither experiment. 9:00am - 9:15am CONTRIBUTIONS OF REWARD IDENTITY AND TIMINGPREDICTION ERRORS TO PAVLOVIAN LEARNING DANIEL SIEGEL (GRADUATE CENTER - CITY UNIVERSITYOF NEW YORK), NOAH HUSSEIN, ANDREW DELAMATER(BROOKLYN COLLEGE - CITY UNIVERSITY OF NEW YORK) Prediction errors (PEs) are often viewed as promotingassociative learning, but the role of reward is often limited to itsvalue. Other reward features also factor into PEs. In experiment1, we demonstrated outcome-specific learning that wasunblocked following a reversal of reward identity and timing. Inexperiment 2, immunolabeling revealed an effect of rewardidentity PEs on dopamine neuronal ensemble size. Experiment 3tested the brain activation effects of reward timing PEs. 2 Friday, March 4, 20228:00am-9:20amPaperWilderTEACHING OF PSYCHOLOGY PAPERS - SESSION 1 Friday, March 4, 20228:00am-9:20am CHAIR: JASON SPIEGELMAN 8:00am - 8:15am SMALL GROUPS SATISFY: A DESCRIPTIVE ANALYSIS OFENGAGEMENT IN VIRTUAL LEARNING ANGELA YARNELL (UNIFORMED SERVICES UNIVERSITY),KAYLA SALLANDER (THE GEORGE WASHINGTONUNIVERSITY SCHOOL OF MEDICINE AND HEALTHSCIENCES), ERIN BARRY (UNIFORMED SERVICESUNIVERSITY) Due to COVID restrictions, students participated in a virtualsummer program instead of an in-person completed pre- and post-surveys to assessexpectations and engagement.

6 Students were most engagedwith small group sessions where they could apply knowledge andskills versus large group lectures. As the world navigatesreturning to in-person learning and continuing in virtualclassrooms, it is important to know what environments studentsfeel most engaged in and enjoy. 8:20am - 8:35am RETRIEVAL PRACTICE IN AN AUTHENTIC CLASSROOM ELIZABETH SHOBE (STOCKTON UNIVERSITY) Effects of distributing questions throughout lectures (retrievalpractice) on delayed tests were observed in four sections of anauthentic Introductory Psychology class (n = 384). Two sectionsincluded retrieval practice, two did not. Two hypotheses weresupported: 1) distributing retrieval practice throughout lecturesimproved student performance; 2) Repeated or new delayed testquestions resulted in similar testing effects. Low-stakes,ungraded retrieval practices can be feasibly and sustainablyimplemented in the classroom to increase test performance.

7 8:40am - 8:55am TEACHING ON A MISSION: BRINGING STUDENT ANDINSTRUCTOR CLARITY TO INTRO PSYCH GARTH NEUFELD (CASCADIA COLLEGE), JASONSPIEGELMAN (THE COMMUNITY COLLEGE OF BALTIMORECOUNTY) An applied presentation will focus on how instructors can simplifyIntroductory Psychology courses by emphasizing clarity forthemselves and for students by visualizing learning goals fromstrength-based and value-based course decisions. Examples ofclass activities toward this mission will be offered. Friday, March 4, 20228:00am-9:20amSymposiumBroadhurst/Bel ascoINTERNATIONAL PSYCHOLOGY SYMPOSIUM: THREEPERSPECTIVES ON IMMIGRANT CHILDREN AND YOUTHF riday, March 4, 20228:00am-9:20am CHAIR: UWE GIELEN THREE PERSPECTIVES ON IMMIGRANT CHILDREN ANDYOUTH This symposium focuses on challenges that three groups ofyoung immigrants experience in the United States, together withprofessional efforts to support them.

8 Elaine Congress (FordhamUniversity) explores "Personal, Family, Social, and CommunityChallenges Faced by Latino/a Immigrant Children andAdolescents". Sunghun Kim's (St. Francis College) presentationdiscusses "South Korean Immigrant Adolescents under DACAand their Challenges". Uwe P. Gielen's presentation is entitled"Coming of Age in New York's Chinatowns". Presentations Coming of Age in New York's Chinatownsby Uwe Gielen (St. Francis College, New York) Personal, Family, Social, and Community Challenges Facedby Latino/a Immigrant Children/Adolescentsby Elaine Congress (Fordham University, New York) South Korean Immigrant Adolescents under DACA and theirChallengesby Sunghun Kim (St. Francis College, New York) Friday, March 4, 20228:00am-9:20amEventJulliard/ImperialP SI CHI WORKSHOP: EPA 101 Friday, March 4, 20228:00am-9:20am CHAIR: THOMAS GHIRARDELLI GETTING THE MOST FROM YOUR CONFERENCEATTENDANCE SANDRA CAMPEANU (LEHMAN COLLEGE) This interactive session is designed to help attendees plan theirconference experience for maximum benefit.

9 A regionalconference like EPA can be overwhelming for first-time attendeesand students. Which sessions should I go to? How do I meetother students and professors? These are some of the commonquestions. The workshop includes tips for choosing sessions,3networking, and conference etiquette. All students are welcome. Friday, March 4, 20228:00am-9:20amPosterWestside Ballroom 3&4 CLINICAL POSTERS: COGNITION, COVID, & OTHERF riday, March 4, 20228:00am-9:20am POSTER 1 PERSONALITY TRAITS EXPRESSED IN SENTENCECOMPLETIONS CORRELATE MEANINGFULLY WITHMULTIPLE SELF-REPORT MEASURES STEPHEN JOY (ALBERTUS MAGNUS COLLEGE), WILSONMCDERMUT (ST. JOHN'S UNIVERSITY), PRIYAMVADABORUA, KEITH KNOX (ALBERTUS MAGNUS COLLEGE) Major personality traits (Extraversion, Neuroticism, andPsychoticism) were rated based on open-ended responses to theRotter Incomplete Sentences Blank (RISB) made by a studentsample (N=69).

10 These ratings were correlated with scores onmultiple self-report inventories , including the NEO-PI-R, SNAP,IIP-SC, SGABS, PDSC, and PDSQ. RISB ratings correlatedstrongly with self-reported traits and meaningfully with measuresof interpersonal problems, irrational thinking, psychiatricsymptoms, and personality disorder. The RISB can be used tomeasure personality traits. POSTER 2 STEADY-STATE VISUAL-EVOKED POTENTIALS: A NOVELBIOSIGNATURE FOR ANXIETY-RELATED ATTENTION BIASTO THREAT ELIZABETH DAVIS (CITY UNIVERSITY OF NEW YORKGRADUATE CENTER, CITY UNIVERSITY OF NEW YORKHUNTER COLLEGE), MILANA KHAITOVA (CITY UNIVERSITYOF NEW YORK HUNTER COLLEGE), KRISTI LISE (CITYUNIVERSITY OF NEW YORK QUEENS COLLEGE, CITYUNIVERSITY OF NEW YORK HUNTER COLLEGE), TRACYDENNIS-TIWARY (CITY UNIVERSITY OF NEW YORKHUNTER COLLEGE, CITY UNIVERSITY OF NEW YORKGRADUATE CENTER) Prior research shows that steady state visually evoked potentials(SSVEP) are a neurophysiological measure of selective attentionto threat modulated by emotionally salient stimuli.