Browsing by Author "Stager, Catanya G."
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Item Bilinguals and Addition: Early Learning and Arithmetic Representations(2016) Stager, Catanya G.; Soylu, FiratFindings from behavioral studies and responses recorded by electroencephalogram indicate that language interacts with arithmetic cognition (Arsalidou & Taylor, 2011). A lesser researched area is the interaction between bilinguals and arithmetic, but the N400 component has been extensively used when examining linguistic processing in mathematics (Kutas & Federmeier, 2011 Niedeggen & Rösler, 1999) .To examine the effect of language proficiency on arithmetic representation between bilinguals and monolinguals, an event related potentials study examines the N400 component and Late Positive Component in tasks of correct/incorrect judgment. Salillas and Wicha (2012) report on the N400 and the LPC components for arithmetic representations in their bilingual study on the role of the first language in shaping brain network processing of multiplication facts. The current research proposal measures responses between tasks involving numeric-word equations or numeric-digit equations. For numeric-word equations, monolinguals have native language conditions while bilinguals have two conditions, native language and nonnative language. Inferences are drawn upon the nature of the role of early learning and later adult mathematical processing. Results of ERP wave patterns are presented and compared to the correct/incorrect task responses. Implications are presented regarding educational policies and the language of instruction for bilinguals’ in early math learning.Item Biofunctional Mutual Exclusion in Early Word Disambiguation: Affect, Attention, and Novelty(2016) Stager, Catanya G.Curiosity and inquiry have driven the studies in early word learning, and just as curiously, positive results support the behavior of mutual exclusivity in early word disambiguation as a psychological behavior. Yet, the behavioral phenomenon also provides solid evidence of embodied cognition, specifically revealing the nature of a lesser understood role of the sensory systems. This role of biofunctional mutual exclusion is nervous system-directed, according to perceptions of the sensory system. Interpreting the results of early word learning in light of dynamic, biologically directed mutual exclusion cognitive pattern supports the role of affect, novelty, and attention as an external response of the nature of this cognitive relationship of disambiguation.Item Mindful Coping Power Effects on Children's Autonomic Nervous System Functioning and Long-Term Behavioral Outcomes(MDPI, 2023) Boxmeyer, Caroline L.; Stager, Catanya G.; Miller, Shari; Lochman, John E.; Romero, Devon E.; Powell, Nicole P.; Bui, Chuong; Qu, Lixin; University of Alabama Tuscaloosa; University of Alabama Birmingham; University of North Carolina; University of North Carolina Chapel Hill; University of Texas System; University of Texas at San Antonio (UTSA)Mindful Coping Power (MCP) was developed to enhance the effects of the Coping Power (CP) preventive intervention on children's reactive aggression by integrating mindfulness training into CP. In prior pre-post analyses in a randomized trial of 102 children, MCP improved children's self-reported anger modulation, self-regulation, and embodied awareness relative to CP but had fewer comparative effects on parent- and teacher-reported observable behavioral outcomes, including reactive aggression. It was hypothesized that MCP-produced improvements in children's internal awareness and self-regulation, if maintained or strengthened over time with ongoing mindfulness practice, would yield improvements in children's observable prosocial and reactive aggressive behavior at later time points. To appraise this hypothesis, the current study examined teacher-reported child behavioral outcomes at a one-year follow-up. In the current subsample of 80 children with one-year follow-up data, MCP produced a significant improvement in children's social skills and a statistical trend for a reduction in reactive aggression compared with CP. Further, MCP produced improvements in children's autonomic nervous system functioning compared with CP from pre- to post-intervention, with a significant effect on children's skin conductance reactivity during an arousal task. Mediation analyses found that MCP-produced improvements in inhibitory control at post-intervention mediated program effects on reactive aggression at the one-year follow-up. Within-person analyses with the full sample (MCP and CP) found that improvements in respiratory sinus arrhythmia reactivity were associated with improvements in reactive aggression at the one-year follow-up. Together, these findings indicate that MCP is an important new preventive tool to improve embodied awareness, self-regulation, stress physiology, and observable long-term behavioral outcomes in at-risk youth. Further, children's inhibitory control and autonomic nervous system functioning emerged as key targets for preventive intervention.