|
Collaborative
Projects
Anti-inflammatory Intervention and Neurobehavioral Outcome in Neonatal
Ischemia (2011 - Present)
Investigator:
Steven Threlkeld, Rhode Island College
Collaborator/Mentor: Barbara
Stonestreet, Women & Infants Hospital
Abstract:
Neonatal cerebral oxygen deprivation and reduced blood
flow (hypoxia/ischemia (HI) respectively) can result from umbilical cord
occlusion, prolonged labor or preterm birth producing an inflammatory
response and neuronal cell death contributing to poor cognitive outcome
and learning disabilities later in life. Given limitations of
longitudinally monitoring cognitive outcomes in humans following
perinatal brain injury, rodent models continue to be utilized to assess
potential long-term benefits of translational experimental treatment
strategies.
More
Faculty
Development Projects
The Role of Operant Contingencies and Environmental Stressors in an
Animal Model (2009 - Present)
Investigator:
Christopher Bloom, Providence College
Mentor: Matthew
Nock, Harvard University
Abstract: The term non-suicidal self-injury (NSSI) has been
applied to a wide range of behaviors that result in the damage of one’s
own body tissue in the absence of intent to die. Populations comprised
of those suffering from genetic syndromes, such as Prader-Willi, and
psychological disorders such as autism and normative populations have
all demonstrated NSSI (Kies & Devine, 2004).
More
Student
Training Projects
Early Comprehension of Nouns and Verbs
(2009 - Present)
Investigator:
Beverly Goldfield, Rhode Island College Mentor: J.
Steven Reznick
Abstract: Children's
productive vocabularies suggest that words that label objects (nouns)
are easier to learn than words that label actions (verbs). Are words
that label actions also more difficult to comprehend? This project
consists of two studies that examine young children's comprehension of
nouns and verbs.
More
An Experimental Test of the Intergroup Relations Model: Understanding
the Origins of Intergroup Conflict
(2009 - Present)
Investigator:
Thomas Malloy, Rhode Island College
Mentor: David
Kenny, University of Connecticut
Abstract:
Intergroup conflict is a leading cause of death, injury,
and illness worldwide. If the origins of intergroup conflict can be
understood and prevented, human health and welfare will be enhanced
worldwide. Proposed are two experiments designed to test a theoretical
model of intergroup relations that will provide intensive research
training for undergraduate students.
More
Internet-Based Addiction Counselor Education Study
(2009 - Present)
Investigator:
Robin Montvilo, Rhode Island College Mentor: Kat
Quina, University of Rhode Island
Abstract:
Rhode Island College
students and faculty within the Chemical Dependency & Addiction Studies
(CDAS) Program will partner to conduct an investigation of an
Internet-based preparatory training modality for addictions counselors.
Despite government initiatives to translate evidence based research to
substance abuse treatment context4,8,17, the transmission of
research to practicing behavioral health professionals has been limited25,30.
More
The Comparison of Three Behavioral Therapy Approaches for Children with
Autism in Terms of the Acquisition
of Joint Attention
(2009 - Present)
Investigator:
Sheila Quinn, Salve Regina University Mentor: Stephen
Sheinkopf, Brown University
Abstract:
While the effectiveness of therapy techniques based on
applied behavior analysis (ABA) has been empirically verified1
the relative effectiveness of different varieties of discrete trial
training has not been established.
More
Student
Training Pilot Projects
The Development of the Representation of Pretense
(2011 - Present)
Investigator:
Jennifer Van Reet, Providence College
Abstract: Two studies
are proposed to test the theory that mental representations of pretend
actions must be cognitively quarantined from representations of the real
world in order to ensure that knowledge of the real world remains
accurate and is not corrupted by pretend experiences. Both studies will
be conducted with three age groups, preschoolers, elementary school age
children, and adults in order to determine whether the representation of
pretense changes with age.
More
|