Resume

• 2012

  This replication meta-analysis explored the robustness of a highly cited study showing that those with low self-esteem perceived benefits for self-disclosure through Facebook compared to face-to-face interactions (i.e.

  Forest & Wood

  Study 1). Seven preregistered direct replication attempts of this study were conducted by research teams as part of the Collaborative Replication and Education Project (CREP)

  and results were meta-analyzed to better understand the strength and consistency of the effects reported in the original study. Half of the original results were clearly supported: Self-esteem negatively predicted perceived safety of self-disclosure on Facebook as compared to face-to-face interactions (meta-analytic effect size = -.28

  original effect size = -.31)

  and self-esteem did not relate to perceived opportunities for self-expression; across the 7 replications

  all 95% confidence intervals (CIs) for effect sizes included 0. However

  2 other findings received less support: Self-esteem only weakly and inconsistently predicted perceived advantages of self-disclosure on Facebook (meta analytic effect size = -.16

  original effect size = -.30)

  and contrary to the original study

  there was no evidence for self-esteem predicting perceived opportunities for connection with others on Facebook (6 of the 7 replication effect size CIs contained 0). The results provided further evidence regarding the original study’s generalizability and robustness. The implications of the research and its relevance to social compensation theory is presented

  and considerations for future multisite replications are proposed.

  Self-esteem

  self-disclosure

  self-expression

  and connection on Facebook: A collaborative replication meta-analysis

  Deborah DuNann Winter

  Structural violence

  Peter Suedfeld

  Integrative complexity reflects the degree to which the source of a communication perceives several dimensions and points of view relevant to the topic (differentiation) and the degree to which such characteristics are seen as related to each other (integration). During international crises

  bilateral decreases in the integrative complexity of communications frequently precede the outbreak of war; a unilateral decrease reliably precedes surprise strategic attacks. In the current study

  complexity was scored in the messages of major leaders from before to approximately a month after the terrorist attacks of September 11

  2001. Even this limited database replicated some of the complexity patterns found previously

  as well as showing some novel characteristics. This was the first application of the method to hostilities other than inter-nation wars.

  Early communications in the war against terrorism: An integrative complexity analysis

  Moral exclusion refers to a psychological process that removes others from our moral community—those whom we treat with fairness and concern for their welfare. The present research is concerned with how perceived symbolic threats (threats to the ingroup’s values

  morals

  and worldview) and realistic threats (threats to the ingroup’s well-being and resources) are related to moral exclusion. Perceived symbolic and realistic threats from an outgroup (Mexican immigrants) were measured (Study 1) and manipulated (Study 2) to discover their predictive and causal relationships with moral exclusion. It was found that both symbolic and realistic threats predicted moral exclusion and did so uniquely after controlling for prejudice

  and that symbolic threat was a causal factor in moral exclusion. Implications of the current research for future studies of moral exclusion are discussed

  as well as its implications for intergroup relations and reducing moral exclusion of outgroups.

  Effects of Symbolic and Realistic Threats on Moral Exclusion from the Scope of Justice

  Partisanship

  social media use

  social support

  and well-being for emerging adults during the 2016 presidential election campaign

  Integrative complexity and decision making in international confrontations

  Lucian Gideon Conway

  III

  Peter Suedfeld

  Although wars are begun

  or avoided

  for many interacting reasons

  in the final analysis the decision to fight or not is made by individuals acting upon a complex and ever-changing set of cognitive and affective considerations. One measure of cognitive processing

  integrative complexity (IC)

  has demonstrated considerable power as a basis for forecasting which of those two awesome decisions is made in international confrontations. This chapter examines the relationship between IC and confrontation outcome

  the normative status of the IC construct

  the varying circumstances under which particular levels of IC may be optimal

  and the implications of these considerations for decision-makers struggling to reach the best possible solution to their problems.

  Integrative complexity and decision making in international confrontations

  (in press) A simulation of auditory hallucinations (i.e.

  Deegan

  2016) has been used for training first responders and mental health care workers in understanding the experience of individuals with schizophrenia (Glass

  1997). The present research investigates whether the simulation would help increase my students’ empathy for individuals with mental illness to potentially reduce stigma.

  Teaching Empathy for Schizophrenia Using Immersive Experience

  Dana

  Leighton

  Texas A&M University-Texarkana

  Tri-County Technical College

  University of Arkansas

  Marywood University

  Southern Arkansas University

  Hendrix College

  Portland Community College

  University of Arkansas

  Magnolia

  Arkansas

  Assistant Professor of Psychology

  Southern Arkansas University

  Portland

  Oregon Area

  Psychology Instructor

  Portland Community College

  Texarkana

  Texas Area

  Teaching graduate and undergraduate courses face-to-face and online. Use Blackboard

  adaptive learning technologies (LRNR

  CogBooks). Use and author Open Textbooks. Productive social psychology research lab with graduate student assistants and undergraduate research assistants.

  Assistant Professor of Psychology

  Texas A&M University-Texarkana

  Scranton

  Pennsylvania Area

  Assistant Professor of Psychology

  Marywood University

  Fayetteville

  Arkansas Area

  Adjunct Professor of Psychology

  University of Arkansas

  Pendleton

  SC

  Psychology Instructor

  Tri-County Technical College

  Fayetteville

  Arkansas Area

  Graduate Assistant

  University of Arkansas

  Conway

  Arkansas

  Visiting Assistant Professor of Psychology

  Hendrix College

  Association for Psychological Science

  Society for the Psychological Study of Social Issues

  Society for the Teaching of Psychology

  Society for Personality and Social Psychology

  English

  Pete Reid Young Alumni Award

  The Pete Reid Award for Young Alumni is given by the Alumni Association to someone whose youthful exuberance is demonstrated daily toward his or her career

  community

  and Whitman College as exemplified by Pete Reid '49

  in his service to the College. This award is limited to graduates of the last fifteen years. Standards for recognition include outstanding recognition in his or her career or field of work or outstanding commitment in service to others

  and a demonstrated commitment to Whitman College.

  Whitman College

• 2008

  PhD

  Psychology

  KXUA

  University of Arkansas at Fayetteville

• 2001

  MA

  Psychology

  CUPE 2278; St. John's College

  The University of British Columbia

• 1998

  BA

  Psychology

  KWCW

  Coffeehouse

  Whitman College

• 1996

  AA

  Liberal Arts

  Sierra College

  Improving your statistical inferences

  professor Daniel Lakens

  QSK7W8DAMT9G

  Coursera Course Certificates

• Consulting for Get-Out-The-Vote efforts

  teaching and applying social psychology principles to voter mobilization. General strategy and service.

  Columbia County Democratic Party

  Statistics

  Nonprofits

  Academic Advising

  University Teaching

  College Teaching

  Mental Health

  Distance Learning

  Psychology

  Editing

  Adult Education

  Teaching

  Grant Writing

  Microsoft Office

  SPSS

  Research

  E-Learning

  Community Outreach

  Academia

  Public Speaking

  Higher Education

  Self-esteem

  self-disclosure

  self-expression

  and connection on Facebook: A collaborative replication meta-analysis