Meagan OMalley - Academia.edu (original) (raw)

Papers by Meagan OMalley

Spatial Vision, 2006

Four experiments examined the biases of individual subjects when attempting to bisect vertical li... more Four experiments examined the biases of individual subjects when attempting to bisect vertical lines, and tested various hypotheses concerning the origin of vertical bisection errors (VBEs). In each experiment, individual differences on the vertical line bisection task were compared to individual differences on another task to evaluate whether the tasks were systematically related. In the first experiment, VBEs were found not to correlate with horizontal line bisection errors (HBEs). In the second experiment, VBEs were found not to correlate with the size of the horizontal-vertical illusion (HVI). In the third experiment, VBEs were found not to correlate with differences in perceived length of vertical lines presented in the upper and lower visual fields that were displaced horizontally. In the fourth experiment, VBEs were found to correlate with bisection errors of an open vertical interval. The results of the first three studies are counter to various hypotheses of the origins of vertical bisection errors. The last experiment suggests that lines, per se, are unnecessary for VBEs. Rather, it is important that the upper and lower segments of the stimulus that are judged to be equal on vertical bisection tasks are co-extensive.

Journal of School Violence, 2006

Because children who are bullied by their peers are at risk for a variety of psychosocial challen... more Because children who are bullied by their peers are at risk for a variety of psychosocial challenges, it is critical to better understand the nature and dynamics of peer victimization. This paper defines peer victimization, examines forms of victimization, classifies types of victims, and proposes a model to better understand the dynamic interplay among the variables that serve to develop and maintain peer victimization. Findings from this review highlight the cyclical nature of this problem and the prominent role of peers, parents, and school staff in victimization.

Journal of School Violence, 2006

Because victimization results from the dynamic interplay between the victim and his or her parent... more Because victimization results from the dynamic interplay between the victim and his or her parents, peers, and teachers, responding to this problem should involve both direct and indirect interventions. This paper describes and reviews empirically supported direct interventions with victims, as well as indirect interventions with parents, peers, and school staff. Although the primary focus is on bullying, research on related forms of peer victimization, such as rejection, are included, as these have been subject to more empirical study. The review concludes that there is empirical support for direct and indirect interventions for specific problems associated with rejection, though research studies on interventions for victims of bullying are lacking. In addition, comprehensive primary prevention approaches for reducing bullying have shown promise, but there is a lack of empirically supported secondary prevention efforts that focus on increasing social support for children who, despite primary prevention efforts, continue to suffer the consequences of peer victimization.

Spatial Vision, 2006

Four experiments examined the biases of individual subjects when attempting to bisect vertical li... more Four experiments examined the biases of individual subjects when attempting to bisect vertical lines, and tested various hypotheses concerning the origin of vertical bisection errors (VBEs). In each experiment, individual differences on the vertical line bisection task were compared to individual differences on another task to evaluate whether the tasks were systematically related. In the first experiment, VBEs were found not to correlate with horizontal line bisection errors (HBEs). In the second experiment, VBEs were found not to correlate with the size of the horizontal-vertical illusion (HVI). In the third experiment, VBEs were found not to correlate with differences in perceived length of vertical lines presented in the upper and lower visual fields that were displaced horizontally. In the fourth experiment, VBEs were found to correlate with bisection errors of an open vertical interval. The results of the first three studies are counter to various hypotheses of the origins of vertical bisection errors. The last experiment suggests that lines, per se, are unnecessary for VBEs. Rather, it is important that the upper and lower segments of the stimulus that are judged to be equal on vertical bisection tasks are co-extensive.

Journal of School Violence, 2006

Because children who are bullied by their peers are at risk for a variety of psychosocial challen... more Because children who are bullied by their peers are at risk for a variety of psychosocial challenges, it is critical to better understand the nature and dynamics of peer victimization. This paper defines peer victimization, examines forms of victimization, classifies types of victims, and proposes a model to better understand the dynamic interplay among the variables that serve to develop and maintain peer victimization. Findings from this review highlight the cyclical nature of this problem and the prominent role of peers, parents, and school staff in victimization.

Journal of School Violence, 2006

Because victimization results from the dynamic interplay between the victim and his or her parent... more Because victimization results from the dynamic interplay between the victim and his or her parents, peers, and teachers, responding to this problem should involve both direct and indirect interventions. This paper describes and reviews empirically supported direct interventions with victims, as well as indirect interventions with parents, peers, and school staff. Although the primary focus is on bullying, research on related forms of peer victimization, such as rejection, are included, as these have been subject to more empirical study. The review concludes that there is empirical support for direct and indirect interventions for specific problems associated with rejection, though research studies on interventions for victims of bullying are lacking. In addition, comprehensive primary prevention approaches for reducing bullying have shown promise, but there is a lack of empirically supported secondary prevention efforts that focus on increasing social support for children who, despite primary prevention efforts, continue to suffer the consequences of peer victimization.