Monday, November 20
Psychology Candidate: Social Cognition and Categorization: Distinguishing “Us” from “Them”
Jessica Benson, Bowdoin College
In this brief teaching demo, I will introduce two key concepts in social psychology: social cognition and social categorization. We will focus on how we acquire and integrate information about people and how we think differently about those we perceive as “in” our groups versus those we perceive as “out”. Be prepared to participate in a short class activity!
3:30 p.m., Regents Hall 210
Biology/Environ
mental Studies Candidate: Small and mighty: The local and global significance of small ponds and wetlands
Dr. Meredith Holgerson, Portland State University, Portland, Oregon
Small ponds and wetlands are globally abundant, yet they are understudied and underexplored ecosystems. Join us as Dr. Holgerson shares her research demonstrating the importance of small water bodies, including their unique biodiversity, food web structure, and carbon cycle.
4 PM, RNS 410
Tuesday, November 21
Psychology Candidate: Emotional Disclosure and Stigma: How Writing About Past Negative Events Benefits Cognition
Jessica Benson, Bowdoin College
Exposure to discrimination and negative stereotypes deplete cognitive resources and ultimately undermine the achievement of members belonging to stigmatized groups. However, emotional disclosure boosts psychological resources. In my talk, I will describe three experimental studies that aim to test whether emotional disclosure can improve cognitive and academic performance for all students, and particularly those who are subject to discrimination or negative stereotypes. The first goal of this research was to experimentally test whether a brief emotional disclosure writing assignment regarding a past discriminatory or general negative experience would have beneficial effects on cognitive performance (Study 1). The second goal was to examine whether observed emotional disclosure benefits were due to the gains supplied by disclosure or by the costs imposed by suppression (Study 2). The third goal was to test whether disclosing emotions regarding any past negative event would reduce stereotype threat and improve academic performance (Study 3).
3:30 p.m., Regents Hall 210