Browsing by Author "Lauer, Shanda Deleen"

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    On Distance Perception
    (North Dakota State University, 2018) Lauer, Shanda Deleen
    A crucial, but little studied, visual function involves estimating distance from the self to an object in the environment (absolute distance perception). This is a fundamental component in the creation of our perception of the 3D world and is likely to be affected by alcohol, and be a factor in drunk driving accidents. To better understand which visual cues observers use to determine distance, participants completed a series of psychophysical judgments under different viewing conditions. By controlling and isolating specific distance cues through a novel viewing apparatus, we were able to investigate which cues are used to accurately judge distance. Alcohol intoxication allows us to selectively investigate the specific visual systems that are and are not involved in contributing to the accuracy of this type of task. Finally, an investigation of the effects of training and feedback on distance estimation tasks in a real 3D environment was also conducted. In summary, this research attempted to uncover not only how the visual system processes spatial information, but also how visual processing changes with alcohol intoxication with implications for understanding alcohol-related visual-spatial dysfunction that may arise in drunk driving. These findings will then be applied to a real world, 3D outdoor environment while investigating the impact of training and feedback on a distance estimation task.
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    Stereotype Threat in the Introductory Science Classroom: Investigating Its Existence and Triggers
    (North Dakota State University, 2013) Lauer, Shanda Deleen
    Research in undergraduate education has documented achievement gaps between men and women in math and physics that may reflect, in part, a response to perceived stereotype threat. My research efforts aimed to reduce achievement gaps by mediating the impact of stereotype threat in introductory science classrooms with a short, values-affirmation writing exercise. The purpose of this research was to (1) investigate and compare the performance of women and men across introductory science sequences (biology, biochemistry, physics), (2) document endorsement of stereotype threat, (3) investigate the utility of a values-affirmation writing task in reducing achievement gaps, (4) provide a meta-analysis of triggers causing stereotype threat, and (5) advise classroom practices to avoid stereotype threat. In this study, analysis of final grades and normalized learning gains on concept inventories revealed no achievement gap in the courses sampled, little stereotype threat endorsement, and no impact of the values-affirmation writing task on student performance.