Over six weeks this summer, psychology students participated in faculty-led research through the Summer Undergraduate Research Program (SURP), gaining hands-on experience with data analysis, problem-solving, and critical thinking. Hosted annually by the Office of Research and Creative Arts (ORCA), SURP offers students a chance to collaborate closely with faculty mentors, apply classroom knowledge to real-world questions, and develop a deeper understanding of the research process. While research is often seen as solitary work, SURP emphasizes community by fostering collaboration among students, faculty, and staff through workshops and shared experiences.
Faculty in the Department of Psychological Science enhanced the experience by organizing weekly workshops, the “PSYC SURP+ Development Workshops,” that brought students together to brainstorm ideas, build new skills, explore career and graduate school options, and present their research. This series was supported through the Monica Lester Endowment for Psychology, an endowed donation made to the Department of Psychological Science for enhancing psychology students’ educational and research experiences in their major.
At the end of the program, students celebrated their progress and shared the projects they had worked on during SURP. “SURP was such a rewarding experience,” said participant Dzorgbenyui Gbagbo. “It allowed me to truly understand what goes into conducting research. I was incredibly fortunate to work closely with a mentor for 20 hours each week, which allowed me to grow both academically and professionally. The weekly workshops with faculty were also a great bonus.”
Katelyn Stouffer ’25, psychology major: “Anxiety and the Disassociation Between Objective and Self-Reported Cognitive Status in College Students”
Under the guidance of Professor David Hardy, Katelyn Stouffer conducted research during SURP to explore how anxiety—characterized by excessive worry and heightened physiological arousal—might impair cognitive performance through overthinking or mental interference. To investigate this, she examined data collected from recruited undergraduate students from the LMU Psychology Participant Pool over the past year. These participants completed a self-report inventory assessing anxiety symptoms, followed by a timed task designed to measure attention, processing speed, and cognitive flexibility, as well as a self-report (subjective) survey of cognitive status.
Results revealed no significant link between anxiety levels and actual performance on these objective cognitive tasks. However, the findings did align with previous research on subjective cognitive decline—where individuals report memory or attention issues despite performing normally on cognitive tests. This suggests that anxiety may cause people to overestimate their cognitive difficulties, even when their objective performance remains unaffected.
Ryan Khosravi ’27, psychology major: “The Effects of Exercise on Cognitive Performance in College Students”
Under the mentorship of Professor David Hardy, Khosravi explored whether students who regularly engage in physical activity perform better on cognitive tests. His research was inspired by a broader interest in how exercise benefits overall well-being. Drawing from existing studies—such as one by Vicedo, León, Fernández, and Ayuso et al. (2024), which found that just 10 minutes of moderate-intensity exercise can improve attention—Khosravi designed a study to examine this connection more closely.
Based on data collected from recruited undergraduate students from the LMU Psychology Participant Pool over the past year, participants completed the Health Status Questionnaire and the International Physical Activity Questionnaire, followed by a series of cognitive assessments. These included the Symbol Search test, which measures processing speed and visual perception, and the Letter-Number Sequencing test, which evaluates working memory and the ability to recall information in a specific order.
The data collected supported the idea that regular physical activity may enhance subjective cognitive functioning. Participants who reported consistent exercise also reported feeling more capable of managing anxiety and performing better in cognitively demanding situations.
Sophia Chavez ’26, psychology major: “Effects of Yoga on Multisensory Perception”
Under the mentorship of Professor Chéla Willey, Chavez conducted a literature review of over 35 articles and worked on a protocol for a study to examine how a 15-week yoga class might influence the internal sensory cues people use to maintain balance while standing. To assess this, Chavez and Willey will use a Wii Balance Board to measure participants’ center of pressure, a key indicator of postural stability, while participants engage in multiple yoga stances.Participants will also be tested on their use of visual and proprioceptive cues in maintaining balance and overall movement. One test is the Rod and Frame Test, in which participants will be asked to wear a virtual reality headset and placed in a tilted virtual room. They will be shown a virtual rod and asked to adjust it to the direction perceived as vertical, revealing how much they relied on visual versus bodily cues. The second test is the Threshold to Detection of Passive Motion test, in which participants’ joints are moved in a specific direction. They will betimed on how quickly they pressed a button in response and asked to identify the direction of movement, measuring their sensitivity to internal joint and muscle signals.
This research is significant as yoga has been increasingly shown to improve balance but the results are mixed as to how this changes visual and proprioceptive reliance. These findings could support yoga as an intervention for individuals who may benefit from learning to rely more on bodily cues than on potentially unreliable visual information. Chavez plans to submit the IRB application for this project by the end of summer and begin recruiting Yoga students at the beginning of fall semester.
Tiia Lachance ’26, psychology major and special education minor: “Hormonal Influences on Cognition, Balance, and Perception”
Working under the guidance of Professor Chéla Willey and in a collaborative project with Professor Alexandra Sturm, Lachance conducted an in-depth literature review exploring how hormonal fluctuations across the menstrual cycle affect various cognitive and physical functions in women. Her research focused on attention, memory, and cognition, as well as balance, perception, and postural control.The review revealed general trends suggesting that different phases of the menstrual cycle are associated with varying advantages and challenges across both cognitive and sensori-motor domains. During her research she has identified a clear gap in this literature that she hopes to pursue in the future. She concluded by emphasizing the need for further research to better understand these cyclical changes and their broader implications.
Colson Lee ’26, psychology major; Ryan Anderson ’26, psychology major and philosophy minor; and Dzorgbenyui (Dee) Gbagbo ’26, psychology major: “Developing Methods for Intersectional Intergroup Attitudes Among Elementary School Children”
Under the mentorship of Professor Negin Ghavami, student researchers Lee, Anderson, and Gbagbu focused on developing and refining age-appropriate tools to measure intersectional intergroup attitudes among elementary school students. Their work centers on assessing, in an age-appropriate manner, key concepts such as stereotypes, prejudice, and discrimination.
Through an extensive literature review, the team found that most existing studies tend to examine single identity categories in isolation, rather than exploring the intersections of race/ethnicity, gender, gender expression, and social class. This singular focus is a significant limitation given that we embody multiple social identities at once and are likely to be perceived and treated based on a combination of identities. To address this gap in a developmentally appropriate way, the team utilized OpenAI’s ChatGPT to create and adapt Instagram-style profiles that varied across multiple identity dimensions, including race/ethnicity, gender, gender expression, socioeconomic status (SES), and age.
In addition to profile pictures, these profiles featured other visual cues in their feeds: SES was represented through images of living room environments, while gender expression was illustrated through toy preferences. This innovative approach allowed the team to operationalize complex, intersecting identities in a format that is accessible and relatable to young children.
Looking ahead, the team plans to use these profiles in school-based data collection efforts. They are also in the process of submitting abstracts to academic conferences such as American Educational Research Association (AERA).
Adrian Casiano ’26, psychology major: “Patient Centered Communication, Trust in Doctors, and Trust in the Healthcare System among Lesbian, Gay, and Bisexual Adults”
Under the mentorship of Professor Timothy Williamson, Casiano investigated whether higher levels of patient-centered communication are associated with greater trust in doctors and the healthcare system. Using data from the 2024 Health Information National Trends Survey, they analyzed a subsample of adults who identified as Lesbian, Gay, or Bisexual. The findings showed that while patient-centered communication was not linked to higher trust in doctors, it was positively associated with higher trust in the healthcare system. The researchers recommend that future studies explore targeted communication strategies to strengthen trust among diverse sexual minority populations.
Isabella Castro ’26, psychology and sociology majors and health and society minor: “Cancer Fatalism and Willingness to Participate in Clinical Trials Among U.S. Adults Aged 50-80 with a History of Smoking”
Lung cancer remains the leading cause of cancer-related deaths. However, recent advances in screening and clinical trials have led to improvements in both survival rates and quality of life. Despite these advancements, fatalistic beliefs—such as the idea that cancer outcomes are unchangeable—may discourage individuals from participating in screening programs and clinical research.
To explore this issue, Castro collaborated with Professor Williamson to investigate whether fatalism influences willingness to participate in clinical trials. Using data from the 2024 Health Information National Trends Survey (HINTS), they analyzed a subsample of adults aged 50–80 who had a history of smoking but no lung cancer diagnosis. The findings revealed that fatalism was not significantly associated with willingness to participate in clinical trials. However, the study did uncover notably lower levels of interest in clinical trial participation among Hispanic participants. This highlights the critical need for culturally responsive recruitment strategies and further research into the unique barriers faced by Hispanic adults eligible for lung cancer screening.
Areika Novella ’27, psychology major: “The Association Between Health Literacy and Coordinated Care among Latino/a Adults with Chronic Disease”
Hispanic and Latino/a adults in the U.S. are disproportionately affected by chronic health conditions such as diabetes and hypertension. Managing these conditions often requires coordination among multiple healthcare providers to achieve the best outcomes. However, individuals with lower health literacy may struggle to understand medical instructions, navigate the healthcare system, and communicate effectively with various providers.
To explore this issue, Novella partnered with Professor Timothy Williamson to examine whether higher health literacy among Latino/a adults with chronic diseases was associated with better care coordination within a nationally representative sample of U.S. adults. They found that health literacy was not significantly associated with differences in care coordination. However, they observed that female participants were significantly more likely than males to report receiving coordinated care. This finding aligns with broader research suggesting that women are generally more engaged in managing their health.
Brandon Dona-Velazquez ’27, psychology major: “Medical Trust, Financial Concerns, and Preference for an At-Home Cervical Cancer Screening Test among Hispanic/Latina women aged 21-65 in the U.S.”
Hispanic/Latina women in the United States have lower cervical cancer screening rates compared to white women. Studies have shown that two major reasons for this gap are financial challenges and a lack of trust in doctors.
In May 2025, the FDA approved the first at-home self-screening kit for cervical cancer. In response to this development, Dona-Velasquez collaborated with Professor Timothy Williamson to investigate whether this new testing option would be a preferred method of screening among Hispanic and Latina women who encounter barriers to in-person screening.
Using a nationally representative sample of U.S. adults, they conducted statistical analyses to understand who might prefer at-home cervical cancer screening test kits.
Results revealed that Hispanic/Latina women with higher financial concerns were significantly more likely to prefer at-home testing. These findings suggest that at-home cervical cancer screening kits have the potential to reduce disparities in screening rates—particularly among those facing financial barriers, which may prevent in-person, clinic-based screening. However, to maximize impact, it is essential that these tests are made affordable and accessible, ideally through insurance coverage or public health programs.
Christie Shum ’27, psychology major; and Kathryn Duff ’26, psychology and sociology double major: “Self-Compassion Training as a Buffer”
Duff and Shum supported a study with Professor Máire Ford that examined whether brief self-compassion training could alleviate negative emotional and physiological effects. Self-compassion, directed kindness to oneself in times of suffering, has been linked to lower levels of distress, guilt, and shame. However, many existing programs are costly and time-consuming. This study tested a more accessible intervention: a 10-minute self-compassion meditation repeated over several days.
LMU students who signed up for the study participated in a week-long protocol. After baseline assessments, participants were randomly assigned to either a self-compassion or control audio group. Over three days, they listened to their assigned clip and completed questionnaires. On the final day, they underwent a mood induction task followed by either a self-compassion or control audio, with continuous monitoring of heart rate and blood pressure. The students and Professor Ford are working on collecting data showing that participants who receive the self-compassion training exhibit smaller increases in anxiety and cardiovascular stress—and greater self-compassion—suggesting the potential for brief interventions to promote emotional resilience. They will be continuing data collection during the academic year under the guidance of Professor Ford and Professor Williamson.
Summer Alexander ’27, psychology and African American studies double major: “Feelings on the Field: The relationship between emotions and sports performance”
Inspired by their own experiences as a Black athlete, Alexander’s research explores the emotional and psychological challenges faced by athletes, with a focus on the effects of stereotype threat. Guided by Professor Josette Banks, Alexander examined how depression, anxiety, and identity-based stereotypes can negatively impact athletic performance, particularly for Black collegiate athletes. Their initial research highlighted how systemic racism, internalized pressure, and a lack of adequate mental health support in sports culture disproportionately affect Black athletes, especially women.
Building on existing literature and significant gaps in race-specific research, Alexander proposes a future mixed-method study using surveys, athletic performance tests, and interviews. Their planned experiment will assess how negative stereotype cues affect the athletic outcomes of Black athletes, and how anxiety may mediate the relationship between depression, stereotype threat, and performance. Ultimately, their goal is to advocate for greater awareness and support for mental health among marginalized athletes in collegiate sports.
Zayad Hyder ’26, psychology major and philosophy minor: “Cultural Influences on Competitive Mindsets: Do Cultural Backgrounds Influence how Athletes Approach Teamwork”
Under the guidance of Professor Alberto Fernandez, Hyder conducted a pilot study exploring how cultural backgrounds, specifically individualistic versus collectivistic values, influence athletes’ approaches to teamwork. He hypothesized that athletes with more collectivistic values would prioritize group success, while those with individualistic values would emphasize personal achievement. The study aimed to better understand how cultural values shape behavior and motivation in competitive environments.
To test this, Hyder distributed a 47-item survey to collegiate athletes measuring demographics, competitive values, and teamwork values using a five-point Likert-scale for competitive and teamwork sections. Despite outreach efforts, the study received only 13 responses, of which only five were usable. While the data showed a non-significant but positive trend supporting the hypothesis, the low response rate and lack of participant diversity made the data statistically weak. The project serves as a pilot study, with plans to expand data collection during the academic year.
