Ori Cantwell is a junior majoring in Psychology with a certificate in Applied Data Science and a Religion minor.
Gillian Weeks
Gillian Weeks is a junior majoring in Psychology.
Abstract: A large majority of those who experience suicide ideation do not go on to attempt suicide; therefore, we investigated factors that may differentiate ideators from attempters. We specifically focused on emotions surrounding suicide and acquired capability for suicide. We found no significant difference between the emotions surrounding suicide experienced by those who had previously attempted suicide versus those who had solely ideated. Additionally, acquired capability for suicide did not significantly moderate this relationship.
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Gillian Weeks
Gillian Weeks is a junior Psychology major and a member of the Reasoning and Decision Making Lab. She conducts research on the left digit effect in complex judgment and is particularly interested in clinical applications of cognitive psychology.
Katherine Williams, formerly a joint lab coordinator at Wesleyan University, is now a graduate student in Developmental Psychology at the University of Texas at Austin. She is broadly interested in how social, linguistic, and cognitive factors interact to support learning.
Hilary Barth
Hilary Barth is a professor in the Department of Psychology at Wesleyan University and director of the Cognitive Development Lab at Wesleyan. Research in her lab investigates mathematical cognition; thinking and learning about number, space, time, and probability; social cognition; and decision making.
Andrea L. Patalano
Andrea L. Patalano is a professor in the Department of Psychology and the Program in Neuroscience and Behavior at Wesleyan University, where she runs the Reasoning and Decision Making Lab. Her research interests include number-related judgment biases, indecisiveness and decisional delay, and neural underpinnings of decision making. Â
Abstract: The left digit effect (LDE), a numerical bias in which the left-most digit of a number disproportionally affects one’s perception of magnitude, has been observed across diverse contexts. Adults completed a multi-attribute judgment task in which they rated hypothetical applicants for college admission, and a self-paced number line estimation task. A small LDE was found in the judgment task and a large effect in number line estimation. There was no correlation between participants’ LDEs across tasks. These findings provide evidence that the LDE, while smaller, extends to multi-attribute judgment, but performance cannot be predicted from a number skills task.
