Theses and Dissertations at Montana State University (MSU)
Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733
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Item "Inter duas metas": urban memory and monumental transformation on the Vatican plain(Montana State University - Bozeman, College of Arts & Architecture, 2024) Reinhardt, Margaret Cecile; Chairperson, Graduate Committee: Regina Gee; Melissa Ragain (co-chair)During the Middle Ages, four funerary monuments in an area known today as the Borgo underwent a syncretic transformation of memory. These monuments are the Vatican Obelisk, Meta Romuli, Terebinth of Nero, and Mausoleum of Hadrian. All four were erected during the Imperial period, between the first-century BCE and the second-century AD. This thesis groups these four funerary monuments into a funerary program that shapes the historical narrative of the Vatican plain. They were established during the early Imperial period under a funerary precedent and contributed to the religious development of Rome into a Christian city after Saint Peter was martyred in Vaticanum during the first century. As a funerary program, they contributed to a shift in Rome's power dynamic as the religious narrative of the Empire changed from polytheistic to Christian during the Middle Ages. By analyzing these monuments' identities, architectural framework, historical progression and topographical connections, this study aims to explore how their legacy has been preserved and integrated within the ager Vaticanus from the Roman Empire through the Renaissance.Item Model-based inquiry in the high school chemistry classroom: how does model-based inquiry affect learning retention?(Montana State University - Bozeman, College of Letters & Science, 2023) Carson, Christa Eleanor; Chairperson, Graduate Committee: C. John GravesModel-based inquiry is a style of pedagogy that involves the creation and analysis of physical, conceptual, and mathematical models as a means of teaching and learning science. This study aimed to ascertain the capacity of model-based inquiry (MBI) to impact learning retention in students of a 9th and 10th-grade chemistry course. Over the course of two introductory chemistry units, students used MBI-styled activities and unit storylines to uncover essential ideas. The fundamental concepts of each unit were assessed using a pre-test and post-test (Post I), with an additional post-test (Post II) administered several weeks after the culmination of that unit. Students were also prompted for their confidence level on these assessments. To analyze the interplay between MBI, attitudes about science, and comprehension, students were surveyed using the Colorado Learning Attitudes about Science Survey before and after the research period. Additionally, a sample of students was interviewed about their knowledge and experience using scientific models. Analysis of the quantitative and qualitative data from this study has revealed that a guided approach to MBI has some positive effect on learning retention. This study's use of MBI was found to have a moderate impact on student attitudes about learning chemistry, and a limited impact on student understanding of scientific modeling.Item The influence of anxiety, age, and retrieval demands on memory(Montana State University - Bozeman, College of Letters & Science, 2021) Whillock, Summer Rain; Chairperson, Graduate Committee: Michelle L. MeadeThe present dissertation sought to determine if anxiety and hypervigilance can be activated outside the confines of specifically threatening stimuli by examining different situational pressures such as age and retrieval demands. In both experiments, participants studied categorized word lists and were randomly assigned to complete an initial recall test under free, forced, or warning (Exp. 2) recall instructions, followed by a second test under free recall instructions, and a final recognition test. For older adults, forced recall influenced the relationship between trait anxiety and memory such that heightened levels of trait anxiety were associated with greater correct recall and lower false recognition. In contrast, for younger adults, free recall influenced the relationship between memory-specific anxiety, hypervigilance, and memory such that heightened levels of memory-specific anxiety and hypervigilance were associated with lower levels of correct recognition. Further, warning recall influenced the relationship between memory-specific anxiety and memory in young adults, such that heightened levels of memory-specific anxiety were related to greater correct recall at test 1. Across two experiments, results show that it is possible for situational pressures to influence the relationship between anxiety and memory in the absence of specifically threatening stimuli. Additionally, the relationship between anxiety and memory depends on age, the type of anxiety being measured, and the retrieval demands of the task.Item The 5E model of learning in a chemistry classroom(Montana State University - Bozeman, College of Letters & Science, 2022) Lippert, Mercedes; Chairperson, Graduate Committee: C. John GravesThe 5E model of learning includes five stages: engage, explore, explain, evaluate, and elaborate. The focus of my action research was to study the effect of the 5E model of learning on student learning and retention in chemistry. The study also investigated its effect on students' attitudes towards science and inquiry. During the duration of the study, two chemistry units were taught to two high school chemistry classes consisting of a total of 35 students. One class was taught one unit with the 5E model while the other class was taught using traditional methods, and then the classes were swapped for the next unit. Average test scores among treatment and non-treatment groups were not very different. However, lower-level students largely benefitted from following the 5E model. Students' attitudes towards science and inquiry improved after treatment. I'm looking forward to further incorporating the 5E model in a chemistry classroom throughout the school year.Item Investigating working memory capacity in an online nature intervention(Montana State University - Bozeman, College of Letters & Science, 2022) Charbonneau, Brooke Zauner; Chairperson, Graduate Committee: Keith A. HutchisonViewing natural stimuli has shown to have beneficial effects on cognition. However, for those in urban areas, nature may not be as accessible. An online intervention may allow them to receive such cognitive benefits. However, specific cognitive processes that may benefit from nature are still not well understood. This study aimed to investigate which cognitive processes could benefit from an online nature intervention. Two hundred and nineteen participants were recruited from Montana State University and completed two tasks that measured either Working Memory Capacity, attentional control, or memory. Within each task, 40 nature images and 40 urban images were randomly presented before each experimental block in the two tasks. Results revealed higher performance after viewing nature images compared to urban images across attentional control tasks but not for Working Memory Capacity or memory. When controlling for preference for natural settings and nature images, the effect became marginal for attentional control tasks. Exploratory analyses revealed that this effect of nature became nonsignificant when controlling across dimensions of fascination and mystery. These results indicate a small, but significant, benefit of viewing natural settings for attentional control, an essential component of Working Memory Capacity. Future research should investigate if benefits increase with longer or more comprehensive interaction with nature, individual differences in the degree of benefits nature can provide, and characteristics that natural settings possess which may increase attentional benefits.Item Large-scale spatiotemporal cortical dynamics in visual short-term memory: from spiking activity to oscillations(Montana State University - Bozeman, College of Agriculture, 2020) Hoffman, Steven Joseph; Chairperson, Graduate Committee: Charles M. Gray and Jamie Mazer (co-chair); Nicholas M. Dotson was an author and Baldwin Goodell and Charles M. Gray were co-authors of the article, 'A large-scale semi-chronic microdrive recording system for non-human primates' in the journal 'Neuron' which is contained within this dissertation.; Nicholas M. Dotson and Charles M. Gray were co-authors of the article, 'The cortical local field potential exhibits distinct spatial gradients that vary with frequency and time during visual short-term memory' which is contained within this dissertation.; Dissertation contains a article of which Steven Joseph Hoffman is not the main author.Cognitive processes occur through coordinated activity via disparate cortical and subcortical brain structures. Although these structures may be widely separated, evolutionary pressures dictate that cognition must occur rapidly and efficiently. In order to capture these brain-wide activity patterns the tools for measuring them need to be similarly capable of measurements of both high spatial coverage, and high temporal resolution. Additionally, the measurements would ideally be of the activity of the fundamental units involved in cognition, that is the neurons, rather than an extrapolation of their activity via a different signal source. However, outside of the work presented here, current technologies are rare that allow both the requisite coverage and spatiotemporal resolution to achieve these measurements. The results of the studies presented in Chapters 2-4 provide both the tools for making such measurements, and the initial analyses of the neuronal dynamics during short-term memory. In Chapter 2 we present the technological and methodological process for recording neural activity (both action potentials and local field potentials) from across roughly a hemisphere of cortex in the macaque monkey performing a visual short-term memory task. In visual short-term memory a visual percept must be maintained then recalled when it is no longer present. This cognitive process is one we use nearly incessantly in every-day life. In Chapter 3 we found task dependent spiking activity during short-term memory is wide-spread, and that most areas display a balanced state of both increases and decreases in firing rate. Within these areas we found a hierarchically organized subset of cortical areas that also showed stimulus specific activity during the memory period of the task. In Chapter 4 we used spectral analysis to investigate the oscillatory make-up of neural activity across the recorded areas. We found within specific frequency bands there are different gradients of amplitude of spectral power across cortex. Additionally, we found that we could use a small number of spectrally derived variables in order to decode the brain area origin of the signal. This shows that areas have a characteristic spectral composition, that varies systematically across the cortical mantle.Item Early family environments and memory: the role of physiological and psychological responses to acute stress(Montana State University - Bozeman, College of Letters & Science, 2020) Counts, Cory; Chairperson, Graduate Committee: Neha John-HendersonChildhood family environments have important implications for outcomes in adulthood. Specifically, the experience of adversity in childhood is related to numerous maladaptive outcomes later in life. It is currently unknown how early adversity affects memory consolidation and processing. Previous research has established an association with anxiety and depression possessing a negative memory bias. A negative memory bias is defined as attentional and perceptual favor towards information that is contextually negative or threatening. Research has not examined the relationship between negative memory bias and childhood adversity after the induction of stress. Stress has previously shown to be disruptive to memory outcomes. Further, a growing body of research has shown that early childhood adversity associates with blunted physiological responses to stress. It is possible that through the pathway of blunted reactivity, early childhood adversity associates with negative memory bias. To test these hypotheses, a sample of college students (N=64) studied a 50-word list that included 25 emotionally negative words and 25 emotionally neutral words. Participants then completed the Trier Social Stress Test, an evaluative stressor well known for inducing stress. After the stress task, participants were asked to freely recall words they previously studied. Results showed that higher ratings or risk and emotional abuse in childhood associated with increased negative word recall. The relationship was partially mediated through blunted heart rate reactivity to the stress task. Implications and future directions are discussed.Item Memorization strategies for anatomy and physiology(Montana State University - Bozeman, College of Letters & Science, 2019) Selle, Michelle Lynn; Chairperson, Graduate Committee: Greg FrancisThe ability for students to have a deep understanding of the material in anatomy and physiology stems from having a solid foundation of lower-level learning skills of the material at hand. One of the key lower-learning skills that allows students the ability to tap into the higher-level thinking is memorization. This does not refer to basic rote memorization, but memorization that can actually help to link neural connections and bring a greater depth of knowledge into the anatomy classroom. This study will investigate whether detailed instruction on three memorization techniques targeting multimodal learners impacts students' short-term and long-term memory, ultimately impacting depth of understanding in the anatomy/physiology classroom. The study will also explore student attitudes, mainly in reference to their confidence and stress levels, in regards to the memorization strategies taught.Item Guided inquiry labs in AP Physics(Montana State University - Bozeman, College of Letters & Science, 2019) Ryerson, Michael; Chairperson, Graduate Committee: Greg FrancisThis study was performed to determine the impact of guided inquiry experiments on students in AP Physics C: Mechanics. Qualitative and quantitative data were gathered to answer the following questions: What are the effects of introducing guided inquiry experiments on student enjoyment of physics? The following secondary questions were also investigated: Does conducting guided inquiry experiments improve student retention of course material? Does conducting guided inquiry experiments improve students' ability to write about science? Two sections were used as a treatment and non-treatment group. As one group conducted guided inquiry experiments, the other performed traditional experiments. After the first round of treatment, the groups were swapped. Surveys and interviews were conducted before, during, and after both rounds of treatment. Results of the study indicated that students who received the treatment early in the year enjoyed guided inquiry more and became more comfortable with independence than the group who received the treatment in the second semester. Results showed no significant impact on retention of course material or science writing ability. It is hypothesized that those students who formed good experimental habits by performing inquiry early in the year were better able to adapt and enjoy the experiments than those who started out in the non-treatment group performing traditional experiments.Item Utilizing retrieval practice and narrative writing to reduce the achievement gap in high school anatomy physiology students(Montana State University - Bozeman, College of Letters & Science, 2019) Bearg, Johannah J.; Chairperson, Graduate Committee: Greg FrancisThe researcher utilized retrieval practice and anxiety reducing techniques prior to assessment in an attempt to improve performance and narrow the achievement gap between students of color and their peers. In order to answer the question of whether 'utilizing retrieval practice and narrative writing could reduce the achievement gap in high school anatomy physiology students', baseline anxiety surveys, pre and post-assessment interviews, performance on assessment content covered by retrieval practice were collected. Data were analyzed both qualitatively and quantitatively, with results which suggested that students performed better on content that received the retrieval practice treatment. Data was inconclusive regarding the result of narrative writing on anxiety.