Arts - Buffalo State College

110
Psychology and Social Sciences
was a laborious process from start to finish, making it unlikely that
the people would have afforded time and resources to this work
unless there was some purpose or meaning behind it. My project
will explore the placement of the paintings, the manufacture of
the pigments used, paint application techniques, and the themes
and patterns in the design of these paintings. I will also analyze
different hypotheses that explore the significance these works held
for the people of the Upper Paleolithic period. My research will
focus specifically on caves in France including Chauvet, Pech Merle,
Lascaux, and Niaux that range it date from 33,000 years ago to
10,000 years ago. This time span encompasses the known period
of cave art creation in Europe during the Paleolithic. In addition
to my research I will recreate and display “cave paintings” of my
own, crafted from similar materials and using similar methods
available to the ancient artists. Through this portion of the project
I hope to gain a better understanding of the processes involved
and demonstrate the labor required to create these works. My goal
is to foster a better understanding of this important step in the
development of human culture and communication.
Presentation Type and Session: Poster III
Assessment of “Anxiety” In Rats Using an
Elevated Plus Maze
Chris Cejka, Psychology and Melissa Young, Psychology
Faculty Mentor: Professor Jean DiPirro, Psychology
This research is designed to investigate the anxiogenic effects
of predator scent (i.e., cat-scent exposure) in rats. Previous studies
in our laboratory and that of others have demonstrated that catscent
exposure elicits defensive responding in rats in an open field
apparatus that is interpreted as a heightened level of “anxiety”. If
this interpretation is valid, then it should be confirmed using other
tests of anxiety. The elevated plus maze (EPM) is a tool that has been
used extensively in many pharmacological/behavioral assessments
of anxiety. In this test, the time spent by a rat in the open arms of the
maze compared to the closed arms provides an indirect measure
of anxiety. That is, a more anxious rat will spend more time in the
closed (protected) arms and less time in the open (unprotected)
arms than will a less anxious rat. We hypothesize that cat-scent
exposure will decrease the time spent in the open arms (i.e., increase
the time spent in the closed arms) of an EPM compared to rat
(control)-scent exposure. Twenty Long-Evans (hooded) adult male
rats will serve as subjects. A two-group between-subjects design will
be used (n= 10 rats per group). Each rat will be exposed to a catscented
or rat-scented cloth for 15 minutes. Immediately thereafter,
the behavior of each rat will be assessed in the EPM for 10 minutes.
A confirmation of our hypothesis will provide additional support
for the validity of predator-scent exposure as a good rat model of
“anxiety”.
Presentation Type and Session: Poster IV
Buffalo State College Students: An Analysis
of Factors Affecting Their Perceived Sexual
Behaviors
Brittany Edwards, Sociology
Faculty Mentor: Professor Ron Stewart, Sociology
This study examines subjective and objective variables on the
perception of college students’ views on safe sex. More specifically
the subjective variables include attitudes toward binge drinking,
sexual promiscuity and the use of drugs (other than alcohol) and
the objective variables include gender, class rank and residency.
Despite the ongoing efforts to educate college students about the
risks associated with unsafe sexual behavior, the majority of students
have multiple sex partners and report using condoms inconsistently
during intercourse (Lewis, Miguez-Burbano, and Malow, 2009).
Suggestions for future research and policy implications are offered.
Presentation Type and Session: Oral – Social Sciences
Bullying: Behavioral Consequences On
College Students
Latrell Sturdivant, Psychology
Faculty Mentor: Professor Dwight Hennessy, Psychology
The current study examined two types of bullying behavior and
victimization (direct and cyber bullying) and their relationship
to self esteem and coping strategies. It was hypothesized that
1) cyber bullying would be more common than direct bullying
among college students, 2) there would be a gender difference
between types of bully victimization where men would report
higher rates of victimization from direct bullying and women
would report higher rates of victimization from cyber bullying,
and 3) self- esteem would be lower in those with elevated cyber
bully victimization. A questionnaire was distributed among Buffalo
state College students, containing questions about direct and
cyber bullying and victimization, as well as global self esteem
and typical coping strategies. As predicted, cyber bullying and
victimization were more common than direct forms. Also, self esteem
decreased with increased cyber bully victimization. Further, self
esteem was negatively related to cyber bullying but in interaction
with externalizated coping where at low levels of self esteem,
cyber bullying was greater among those with low externalizing
(low personal esteem plus don’t generally “release” their stress
immediately and directly), but at higher levels of self esteem, cyber
bullying was greater for those with high externalizing (personal
esteem and do tend to vent directly and immediately). Contrary to
expectations, this was the only coping response that was significant,
and the regressions for direct victims and bullying showed no
significant outcomes. Finally, contrary to predictions, no gender
differences were found for cyber or direct bullying and victimization.
Presentation Type and Session: Poster I