Date of Award
5-2024
Degree Type
Thesis
Degree Name
Master of Arts - Psychology
Department
Psychology
First Advisor
Scott Drury, Ph.D
Second Advisor
Catherine Pearte, Ph.D
Third Advisor
Sarah Savoy, Ph.D
Fourth Advisor
Lydia Richardson, SSPD
Abstract
A 2x2 design was undertaken to determine the effects of vignette character gender and autism disclosure status on social distance scores, reading comprehension performance, and false memory induction. The introduction focuses on the theoretical threads taken from the autism, false memory, and gender literatures and how they combine to create the underpinning of the current design. A second more controlled study was compelled by initial false impressions of the deleterious effects of fast completion times. This second study resulted in lengthened completion times and improved vignette comprehension. Two-way MANOVAs with gender and autism disclosure serving as independent variables on the effect of the linear combination of reading comprehension, false memories, and social distance scores were run. The multivariate analyses turned out significant results for the effect of autism disclosure and the interaction of autism disclosure and vignette character gender on the linear combination of social distance, false memory, and reading comprehension scores. Follow-up analyses indicated that the majority of this effect was derived through the significant effect of disclosure on social distance scores.
Repository Citation
Linville, Justin, "Exploring Peer Perspectives on Autistic Students: A Vignette Study" (2024). Electronic Theses and Dissertations. 542.
https://scholarworks.sfasu.edu/etds/542
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
