Psychology: Undergraduate Conference

Posters and Presentations

The sixth annual Undergraduate Research Conference of the University of Virginia will be held April 20, 2012. Participation is not limited to U.S. colleges and university students. International students are also welcome. Proposals for oral or poster presentations may be submitted starting January 10, 2012, and continuing until March 2, 2012. A selection committee will review the proposals and will notify those that are accepted for presentation.

Who May Present

You must be currently enrolled or have completed your empirical research when you were an undergraduate student. Oral presentations may have only one author; posters may have more than one student author, but all authors must be in attendance. Faculty advisors are to be noted separately.

Limited Travel Expenses are available for out of state presenters. Please email us for more information.

Registration

Students who are not presenting, parents, and faculty are encouraged to attend. There is no cost for registration but you must register by April 8, 2012.

Given that space is limited, early registration is advised. If you plan to present please submit your proposal/abstract when you register and for those planning to present you must register by March 2. Your proposal should be no more than three double-spaced pages, excluding references. The proposal should include the standard sections of an APA-style report, and be sure to include your name, the name of one or more faculty mentors, name of your school, and contact information. Please also indicate whether your proposal is for a presentation or poster.

Students who are not presenting, parents, and faculty are encouraged to attend. There is no cost for registration but you must register by April 8, 2012. Given that space is limited, early registration is advised. If you plan to present please submit your proposal when you register and for those planning to present you must register by March 2.

Your proposal should be no more than three double-spaced pages, excluding references. The proposal should include the standard sections of an APA-style report, and be sure to include your name, the name of one or more faculty mentors, name of your school, and contact information. Please also indicate whether your proposal is for a presentation or poster. After you have received acknowledgement that your proposal is accepted you will then be requested for an APA-style abstract. All abstracts will be published in the Proceedings.

Information for Presenters Oral Presentations

The location for of Oral Presentations and Poster Presentations will be at the Rotunda. If you are using electronic media (i.e., PowerPoint) please send a copy of your presentation via email to psych-conference@virginia.edu no later than April 8. If your document is too large to email please send by regular mail to the address below. We will provide a computer and projector and have your presentation preloaded but also please bring a backup copy on CD or USB flash drive. Each Presenter should be prepared to speak for 12-15 minutes and allow 5 minutes for questions.

Poster Presentations

Sign stanchions will be provided and poster presentations should be no larger then 3.5 feet high by 5.5 feet wide. Abstract Guidelines Please follow American Psychological Association style guidelines closely. Abstracts are not to exceed 120 words. Your research should be independent student research. Your faculty advisor should not be listed as a coauthor, but should be included on a separate line.

See the example below.

American Children: Associations with Internalizing and Externalizing Behaviors

Ellen Anderson

Advisor: Janice Zeman

The College of William and Mary

Childrens' emotion regulation ability has been shown to influence psychosocial development, but this research has relied primarily on data from Western cultures. Given the important influence of culture and context on emotion processes, the current study examined emotion regulation and its associations with internalizing and externalizing behaviors in Ghanaian and American youth. Participants were 142 children from Ghana and 147 children from the United States, ages 8-15, who completed questionnaires assessing the coping, inhibition, and dysregulation of sadness and anger, frequency of emotion experiences, presence of depressed mood, and aggressive behavior. Regression analyses indicated that sadness and anger regulation do predict uniquely to depressive and aggressive behaviors in both

To Register

For questions send email to psych-conference@virginia.edu.

Conference Location

The conference will take place on the University of Virginia grounds at the Rotunda

The Keynote will take place in Gilmer Hall

2012 Schedule

8:15- 8:45 AM Check in Lower West Oval Room - Rotunda

8:45-9:00 Opening Remarks Rotunda Dome Room

9:00-11:00 Oral Presentations 1-6 Rotunda Dome Room

11:00-12:00 Poster Session I Rotunda Dome Room

1200-1:00 Lunch Lower West Oval - Rotunda

1:00-2:00 Oral Presentations 7-9 Rotunda Dome Room

2:00 - 3:00 Poster Session II Rotunda Dome Room

3:00-3:10 Closing Remarks Rotunda Dome Room

3:30 Keynote Address Wendy Susuki, PhD Gilmer 190

 

Parking

Parking will be availiable at the Visitor Parking Garage on Emmet St. Your parking at this Garage is per of the Day on The Lawn Event. Should this garage fill additional parking will be at the Ivy/Emmet St Garage. You must exit these garages by 5 pm Friday.

Directions to UVA

Map of Central Grounds and Rotunda

Parking is #9 at the Bookstore and the Rotunda is #34

Lodging

For those conference participants that will need to stay overnight we suggest following hotels:

• Charlottesville Courtyard by Marriott 1201 West Main St. 22903 434-977-1700
• Hampton Inn & Suites at The University 900 West Main St. 22901 434-923-8600
• Red Roof Inns 1309 West Main St. 22903 434-295-4333

All of the above hotels are within walking distance of campus but we will be providing parking at our Emmet St. Parking Garage on conference day.

 

 

 

 

About Lyne Starling Reid

Lyne Starling Reid was appointed to University of Virginia faculty in 1949 and served with unflagging dedication over an uninterrupted span of nearly three decades. In the months since his untimely death our sharp sense of loss has been tempered by a deepening appreciation of his unique contributions during a most critical period of development of the University and of the Department of Psychology, and during a time of unprecedented change in the discipline of psychology itself.

Starling Reid was born in Greenville, Mississippi on March 15, 1920, and received his early education in the local public schools. Interrupted by service in the United States Navy, his higher education began at Southwestern of Memphis, continued at the University of Mississippi, and culminated with award of the doctorate from the Ohio State University in 1949.

As was typical of the pre-war and immediately post-war generation of psychologists, Professor Reid's scholarly interests ranged across a broad spectrum. His numerous publications in the area of animal learning and motivation document his firm grounding in basic research. A dozen technical reports on the analysis of complex task performance and on factors in human perception illustrate in admirable fashion how the demands of the practical world can with success be approached by the investigator who is capable simultaneously of imagination and rigor.

The most persistent theme on his scholarly agenda was an interest in memory. He guided the writing of a number of dissertations on the topic, some of which continue to be widely influential. He invented a new method for studying the immediate memory span, a method that made possible its continuous monitoring. First presented in a paper with two students in 1960, it has become such a standard procedure in the investigation of memory, that the detailed citation of its origin is now considered almost superfluous.

His preoccupation with the memory process led him gradually and naturally to the topic of language. By the mid-sixties, linguistic theory was so highly developed that, for the first time, it was useful to experimental psychologists interested in cognition. Reid recognized that language is the principal mode of expression for cognitive processes, but also recognized that linguistic processes are not themselves cognitive. Therefore he avoided the mistake made by many psychologists of supposing that a syntactical grammar, such as that developed by Chomsky, provides also a grammar for cognition. Instead, he developed a psychological theory along independent lines. He was still in the process of refining that theory at the time of his death, but he had in 1974 published one important paper, "Toward the Grammar of the Image," and he left the manuscript for another in such a nearly complete form that it will be published with only slight editing.

The wide respect that Professor Reid's original work inspired led to his appointment to editorial positions for several distinguished psychological journals. He served with marked success as program chairman of the Eastern Psychological Association, and his professional stature was recognized not only by membership in the Society of the Sigma Xi and fellowship status in the Division of Experimental Psychology of the American Psychological Association and in the American Association for the Advancement of Science, but also by election to the Council of the AAAS Section on Psychology.

At this University his service was characterized by a willingness to shoulder many types of responsibility, and his consistent effectiveness led him into a variety of positions of influence. For many years he was secretary of the informal but at-the-time highly important Assembly of Professors. For nearly a decade he was Chairman of the Athletic Advisory Committee, and as our faculty representative served a term as President of the Atlantic Coast Conference. He was proud of the sound growth of the University's role as publisher, while he was Chairman of the Committee on the University Press.

But his most lasting contributions to the life of this University came from his extended tenure as Chairman of the Department of Psychology. During the dozen years in this capacity, as the number of faculty tripled, the centrifugal forces of specialization could easily have fragmented a group that had always enjoyed a remarkable degree of cohesiveness and interaction. It is to his everlasting credit that such an outcome was avoided, and the solid underpinning for the presently diversified Department was preserved and strengthened. His leadership was unobtrusive but steady, farsighted and at the same time responsive to daily needs, quietly patient and yet persistent in his strivings for the betterment of the whole Department. His colleagues could not fail to profit from his personal example as distinguished scientist and inspired mentor, and be touched by his unfailing concern and respect and encouragement.

By all his friends, Starling Reid continues to be remembered for his very special blend of warmth, humor, and kindness; for his adamant rejection of injustice, inequity, and intolerance; for his impatience with affectation and cant; for his integrity in thought and deed; and for his selfless devotion to those principles and those persons at the center of his life.