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99MCKENZIE KUNESH (UNIVERSITY OF NEW ENGLAND), JENNIFER STIEGLER-BALFOUR (UNIVERSITY OF NEW ENGLAND) This study examines how reading medium (Kindle vs. print) and individual reading comprehension ability affect comprehension of expository and narrative texts. Four-hundred and sixty undergraduates completed comprehension tasks and assessments. Results revealed no significant differences in comprehension between mediums, suggesting that Kindles may mitigate the screen inferiority effect. Reading comprehension ability was the strongest predictor of performance, highlighting the critical role of individual skill over medium or text type in comprehension outcomes.POSTER 34INVESTIGATING DESIGN INFLUENCES ON CHILDREN'S WAYFINDING BEHAVIOR IN A VIRTUAL ENVIRONMENTALEJANDRO GASPAR (MONTCLAIR STATE UNIVERSITY), MIKAYLA HAAS (MONTCLAIR STATE UNIVERSITY), YINGYING YANG (MONTCLAIR STATE UNIVERSITY), LAURA LAKUSTA (MONTCLAIR STATE UNIVERSITY) Children aged 6%u201310 navigated virtual routes to study how design impacts wayfinding. Results revealed better performance on 3-option choice points versus 2-option points and a preference for continuing straight paths. However, a particularly challenging 2-option choice point significantly reduced accuracy, highlighting design complexity's role in navigation errors. These findings emphasize the importance of VR environment design for assessing spatial skills and provide insights for educational tools and safety protocols to improve navigation assessments.POSTER 35INVESTIGATING FRAMING EFFECTS ON ACTIVATED VALUESKATRINA PASCUA (SUSQUEHANNA UNIVERSITY), ASHLEIGH GERBER (SUSQUEHANNA UNIVERSITY), ERICA RENARD (SUSQUEHANNA UNIVERSITY), JENNIFER ASMUTH (SUSQUEHANNA UNIVERSITY) We investigated whether activated values were less susceptible to framing effects in decision-making scenarios. Participants (N=44) were randomly assigned to achievement, stimulation, or neutral memory prompts to activate different values before respondingto achievement or stimulation scenarios in gains/losses framing. We found no evidence for effects of value activation or framing. However, participants reported stronger achievement than stimulation values on a modified PVQ, but endorsed stimulation activities more than achievement activities, regardless of framing.POSTER 36IRRELEVANT SIZE SINGLETONS CAPTURE ATTENTION IN A 3D SEARCH TASKTHOMAS GHIRARDELLI (GOUCHER COLLEGE), AMELIA LAZZINI (GOUCHER COLLEGE), MAIA STRELOW (GOUCHER COLLEGE), DJ HOWELL (GOUCHER COLLEGE), SAV ANDERSON (GOUCHER COLLEGE), ALDER BOUTIN (GOUCHER COLLEGE), CLARA PHELPS (GOUCHER COLLEGE) Numerous studies have shown that a salient but irrelevant singleton can capture attention in a typical visual search task using a 2D display and a button response. We presented a size singleton in a 3D visual search task requiring participants to retrieve a LEGO target that was a color singleton from among a set of LEGOs. We found that a large singleton captured attention even when it was irrelevant to the task.POSTER 37IS TIMING EVERYTHING? HOW FIRST LANGUAGE SHAPES ENGLISH PROSODY COMPREHENSIONERIN LOPEZ (RUTGERS THE STATE UNIVERSITY OF NEW JERSEY - NEW BRUNSWICK), STEN KNUTSEN (RUTGERS, THE STATE UNIVERSITY OF NEW JERSEY %u2013NEW BRUNSWICK), KARIN STROMSWOLD (RUTGERS, THE STATE UNIVERSITY OF NEW JERSEY %u2013 NEW BRUNSWICK) We investigated how parents' language affected 284 English-speaking college students' comprehension of English prosody. Bayesian ANOVAs revealed that, overall, participants whose parents spoke English (a stress-timed language) and a syllable-timed language(e.g., Spanish) performed equally well, and both groups performed better than participants whose parents spoke a non-English stress-timed language (e.g., Russian). This was true for phrase boundary, phrase stress, and contrastive stress subtests, and not for discrimination, affective prosody, declarative/interrogative prosody, or lexical stress.POSTER 38LIKING AND ANIMACY AS PREDICTORS OF IMAGE AND WORD MEMORYOSCAR BRAN (UNIVERSITY AT ALBANY), GIANNA RELYEA (UNIVERSITY AT ALBANY), ABIGAIL NOYCE (UNIVERSITY AT ALBANY), ANNE GILMAN (UNIVERSITY AT ALBANY)99Saturday, March 8