Supplemental Material for The Behavioral Economics of the Bottomless Cup: The Effects of Alcohol Cup Price on Consumption in College Students

2020 ◽  
Keyword(s):  
College Students ◽  
Behavioral Economics

scholarly journals ECONOMIC ATTITUDES AND PERCEPTIONS OF POVERTY IN INDIGENOUS COLLEGE STUDENTS IN MEXICO FROM THE INTERCULTURAL APPROACH

2020 ◽  
Vol 78 (2) ◽  
pp. 263-281
Author(s):  
Altayra Geraldine Ozuna Beltrán ◽  
Marco Alberto Nuñez Ramírez ◽  
Imelda Lorena Vázquez Jiménez ◽  
Cecilia Lorena Velarde Flores
Keyword(s):  
College Students ◽  
Behavioral Economics ◽  
Attribution Theory ◽  
Pearson Correlation ◽  
Indigenous Communities ◽  
Vulnerable Groups ◽  
Financial Decisions ◽  
Economic Attitudes ◽  
Perceptions And Attitudes ◽  
Quantitative Descriptive

Behavioral economics has tried to explain the economic and financial decisions of the individuals. It has been used to understand the economic perceptions and attitudes of vulnerable groups; however, for indigenous peoples, especially in Latin America, there are unresolved issues. Thus, from an intercultural perspective, this research examines the association between the economic attitude and the perception of poverty through the comparison of a sample of intercultural college students from different ethnic groups in Mexico. For this reason, a quantitative, descriptive and correlational research was carried out with a non-experimental design from a sample of 207 intercultural college students. Two research questions were raised, the questions were tested by Pearson correlation and linear regression. Attribution theory was analyzed to assess the association between the economic attitude and the perception of poverty in intercultural students. It was found that the economic attitude is related to the perception of poverty, because the students presented attitudes of financial optimism oriented towards the structural causes of poverty. Consequently, the model of an intercultural university could benefit the development of indigenous communities, through a pedagogy oriented towards the creation of significant economic attitudes. Keywords: behavioral economics, intercultural college students, financial optimism, perceptions of poverty.

scholarly journals Fostering Culture Change In An Undergraduate Business Program: Nudging Students Towards Greater Involvement In Extra-Curricular Activities

2012 ◽  
Vol 6 (1) ◽  
pp. 93-102 ◽  
Author(s):  
Elizabeth M. Martin
Keyword(s):  
College Students ◽  
Behavioral Economics ◽  
Market Research ◽  
First Generation ◽  
Research Study ◽  
First Generation College Students ◽  
Career Preparation ◽  
Extra Curricular Activities ◽  
Business Program ◽  
First Generation College

A report on a successfully implemented program to increase student participation in extra-curricular activities in an undergraduate business program with a high percentage of first-generation college students. A market-research study offered insight as to why students were not participating before the program was launched. Greater participation in extra-curricular activities was used as a means to provide valuable career preparation and to develop professional habits. Participation was encouraged with very small rewards tied to existing courses, consistent with the nudging mechanism of behavioral economics.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Effects of Physical Training on Stuttering

1968 ◽  
Vol 11 (4) ◽  
pp. 767-776 ◽  
Author(s):  
B. Don Franks ◽  
Elizabeth B. Franks
Keyword(s):  
College Students ◽  
Group Therapy ◽  
Physical Training ◽  
Cardiovascular Response ◽  
Training Group ◽  
Physical Stress ◽  
Submaximal Exercise ◽  
Endurance Running ◽  
Response To Exercise

Eight college students enrolled in group therapy for stuttering were divided into two equal groups for 20 weeks. The training group supplemented therapy with endurance running and calisthenics three days per week. The subjects were tested prior to and at the conclusion of the training on a battery of stuttering tests and cardiovascular measures taken at rest, after stuttering, and after submaximal exercise. There were no significant differences (0.05 level) prior to training. At the conclusion of training, the training group was significandy better in cardiovascular response to exercise and stuttering. Although physical training did not significantly aid the reduction of stuttering as measured in this study, training did cause an increased ability to adapt physiologically to physical stress and to the stress of stuttering.

The Effects of a Neutral Stimulus (Buzzer) on Motor Responses and Disfluencies in Normal Speakers

1969 ◽  
Vol 12 (1) ◽  
pp. 179-184 ◽  
Author(s):  
Richard R. Martin ◽  
Gerald M. Siegel
Keyword(s):  
College Students ◽  
Neutral Stimulus ◽  
Motor Responses ◽  
Control Subjects ◽  
And Control ◽  
Speaking Task

Seventy-two college students were divided into three groups: Button Push-Speech (BP-S), Speech-Button Push (S-BP), and Control. BP-S subjects pushed one of two buttons on signal for 8 min. During the last 4 min, depression of the criterion button caused a buzzer to sound. After the button-push task, subjects spoke spontaneously for 30 min. During the last 20 min, the buzzer was presented contingent upon each disfluency. S-BP subjects were run under the same procedures, but the order of button-push and speech tasks was reversed. Control subjects followed the same procedures as S-BP subjects, but no buzzer signal was presented at any time. Both S-BP and BP-S subjects emitted significantly fewer disfluencies during the last 20 min (Conditioning) than during the first 10 min (Baserate) of the speaking task. The frequency of disfluencies for Control subjects did not change significantly from Baserate to Conditioning. In none of the three groups did the frequency of pushes on the criterion button change significantly from minute to minute throughout the 8-min button-push session.

Distinctive Phonetic Features as Relevant and Irrelevant Stimulus Dimensions in Speech-Sound Discrimination Learning

1974 ◽  
Vol 17 (3) ◽  
pp. 417-425
Author(s):  
Stuart I. Ritterman ◽  
Nancy C. Freeman
Keyword(s):  
College Students ◽  
Discrimination Learning ◽  
Irrelevant Dimension ◽  
Speech Sound ◽  
Irrelevant Stimulus ◽  
Relevant Dimension ◽  
Phonetic Features ◽  
Sound Discrimination ◽  
Nonsense Syllables

Thirty-two college students were required to learn the relevant dimension in each of two randomized lists of auditorily presented stimuli. The stimuli consisted of seven pairs of CV nonsense syllables differing by two relevant dimension units and from zero to seven irrelevant dimension units. Stimulus dimensions were determined according to Saporta’s units of difference. No significant differences in performance as a function of number of the irrelevant dimensions nor characteristics of the relevant dimension were observed.

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