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96How we speak influences others' perceptions of what we say. The current study investigates whether speaker gender and disfluency affects listeners' deception perception and whether disfluency aids in memory. Participants make deception judgments about male and female speakers in different disfluency conditions before completing a memory recognition task. We predict that participants will perceive disfluent females to be more deceptive than disfluent males and that disfluent statements will be more accurately remembered.POSTER 18EFFECTS OF ACTIVE AND PASSIVE SPATIAL PRIMES ON AN AMBIGUOUS TEMPORAL QUESTIONHILARY BARTH (WESLEYAN UNIVERSITY), BETHANY RUTKOWSKI (WESLEYAN UNIVERSITY), EMILY HAUSER (WESLEYAN UNIVERSITY), IMAGEN WALTERS (WESLEYAN UNIVERSITY), CAMERON BOURASSA (WESLEYAN UNIVERSITY), JULIA DIMA (WESLEYAN UNIVERSITY), ANNIE FABIAN (WESLEYAN UNIVERSITY), MOLLY FUNG (WESLEYAN UNIVERSITY), ELIA MATRICIAN (WESLEYAN UNIVERSITY), ELLIE PAN (WESLEYAN UNIVERSITY), SUCHITA SRIDHARA (WESLEYAN UNIVERSITY) Simple spatial primes involving imagined motion can alter people's responses to an ambiguous temporal question (Boroditsky & Ramscar, 2002). Imagined active motion has been found to be an effective prime while imagined passive motion had no effect (Sullivan & Barth, 2012). We attempted to replicate part of the latter experiment, asking whether both passive and active imagined spatial motion effectively prime responses to the temporal question, with a larger sample size and formal preregistration.POSTER 19EFFORT BASED DECISION MAKING IN NONATHLETES AND ATHLETESREECE FARROW (ADELPHI UNIVERSITY), DOMINIC FARERI (ADELPHI UNIVERSITY) Effort is a key element in decision making processes in social contexts, particularly in athletics. Using questionnaires and an effort based task, we investigated whether there were differences between athletes and non-athletes in effort-based choice. We hypothesize that due to skills learned in sports, athletes (relative to non-athletes) will choose to exert more effort more frequently across contexts, regardless of the potential available reward and when uncertainty of winning the reward is greater.POSTER 20EXAMINING MEDIATORS OF THE RELATIONSHIP BETWEEN SUBJECTIVE AGE AND COGNITIONGRACE GLENNON (FORDHAM UNIVERSITY), KAREN SIEDLECKI (FORDHAM UNIVERSITY), VERONIKA KOBRINSKY (UNIVERSITY OF WISCONSIN - MADISON) The current study extends prior research examining the association between subjective age (the perception of one's age relative to chronological age) and cognitive functioning among adults older than 50 (N=109). Results of hierarchical linear regressions indicate that subjective age significantly predicted subjective cognition but not objective cognition. Depressive symptoms and self-rated health partially mediated these relationships. These findings highlight the relevance of subjective age in interventions targeting mental health and self-perceptions in aging populations.POSTER 21EXAMINING THE MISINFORMATION EFFECT FOR MUNDANE AND UNEXPECTED EVENTSEMMA TRAUTFETTER (UNIVERSITY OF SCRANTON), JIANNA EIKE (UNIVERSITY OF SCRANTON), JILL WARKER (UNIVERSITY OF SCRANTON) The misinformation effect occurs when people receive misinformation after an event and incorporate it into their memory. We tested if the misinformation effect is larger for mundane or unexpected events. We predict that unexpected events draw more attention and result in stronger encoding. Thus, we predict a greater misinformation effect after viewing mundane compared to unexpected events. We also predict that the type of unexpected event may affect the size of the misinformation effect.POSTER 22EXAMINING THE RELATIONSHIP BETWEEN MATH ANXIETY AND PERFORMANCE FEEDBACKDARIAN RAIZBERG (RUTGERS UNIVERSITY, NEWARK), ELIZABETH TRICOMI (RUTGERS UNIVERSITY, NEWARK), MIRIAM ROSENBERG-LEE (RUTGERS UNIVERSITY, NEWARK) The purpose of this study is to examine how feedback interacts with math anxiety to influence accuracy on a multiplication task. Feedback is critical for successful learning, yet how math anxious individuals incorporate feedback about their performance remains an understudied topic. Here, we test whether feedback is useful for math performance in math anxious individuals. Our results show that feedback may be 96