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4POSTER 14COMMUNITY PERCEPTIONS OF COMMONLY CONTESTED THEMES IN CHILDREN'S BOOKSKATE SMOLENS (CLARK UNIVERSITY), PREETI BACHU (CLARK UNIVERSITY), ANA K. MARCELO (CLARK UNIVERSITY) Initiatives to ban books disproportionately target books by and about the LGBTQ+ community, religious minorities or BIPOC (ALA 2023). However, there is little investigation into what drives these decisions. We examined if and how different ideologies%u2013religious, political, and developmental%u2013predict age recommendation for books with typically contested themes. We found that stronger beliefs regarding gender essentialism, right wing authoritarianism, and social dominance orientation regarding children positively relate to higher age ratings for these books.POSTER 15CONNECT PROGRAM @ MOLLOY UNIVERSITY: HELPING NEURODIVERSE STUDENTS ACHIEVE IN HIGHER EDUCATIONJAIME VITRANO (MOLLOY UNIVERSITY), ERIN REILLY (MOLLOY UNIVERSITY), AUDRA CERRUTO (MOLLOY UNIVERSITY), SUSAN ALIMONTI (MOLLOY UNIVERSITY), JENNY LAMONICA (MOLLOY UNIVERSITY), LEIGH WEILANDICS (MOLLOY UNIVERSITY), CARI ROSE-TOMO (MOLLOY UNIVERSITY), MAEVE RYAN (MOLLOY UNIVERSITY), BRITNEY VOKSHI (MOLLOY UNIVERSITY) Neurodiverse students entering higher education face multiple obstacles; emotional support, peer mentoring, self-advocacy training, and social supports have helped student outcomes. At Molloy University, a studentfocused transition program for neurodiverse students (called Connect) was implemented during the summer of 2022, and has run for three consecutive summers. We are analyzing pre- and post-Connect survey data from students and caregivers which we anticipate will show an increase in perception of college readiness.POSTER 16DECODING FACES: EXPLORING LINKS BETWEEN ANXIETY AND EMOTION RECOGNITIONKATHERINE TUME (RUTGERS THE STATE UNIVERSITY OF NEW JERSEY - NEWARK) Facial expression recognition is an important contributor to socio-emotional development. Adults with high anxiety levels may be more likely to interpret ambiguous facial expressions negatively. Ninety college students completed a survey on their anxiousness and a forced-choice survey identifying ambiguous facial expressions. The findings suggest that anxiety levels may not relate to the likelihood of choosing negative emotions. These results can contribute to socio-emotional development by reexamining anxiousness as a potential factor in emotional interpretation.POSTER 17DO YOU BELIEVE IN MAGIC? INFANTS' SMILE AT VOES AT HOMEBILLY MILLER (VERMONT STATE UNIVERSITY), WILLOW ALBEE (VERMONT STATE UNIVERSITY), IDA EAMES (VERMONT STATE UNIVERSITY), ETHAN KILE (VERMONT STATE UNIVERSITY), GRACIE VERNER (VERMONT STATE UNIVERSITY), GINA MIREAULT (VERMONT STATE UNIVERSITY) The Violation of Expectation (VoE) paradigm has found infants look longer at unusual events suggesting innate knowledge of natural laws. However, at home, infants no longer distinguished VoEs from ordinary events, suggesting VoE findings may be an artifact of the paradigm. Furthermore, infants smiled at VOEs when presented by a social partner, and looked away from them when repeated, suggesting infants may be able to make sense of VoEs if afforded by the context.POSTER 18DOES AREA DEPRIVATION INDEX MODERATE THE AMYGDALA REACTIVITY AND SOCIAL SUPPORT RELATIONSHIP?HEMA CLARENCE (TEMPLE UNIVERSITY), COOPER SHARP (TEMPLE UNIVERSITY), REGAN SKUDLAREK (TEMPLE UNIVERSITY), MELANIE KOS (TEMPLE UNIVERSITY), SAMANTHA MATTHEISS (FELICIAN UNIVERSITY), JEREMY MENNIS (TEMPLE UNIVERSITY), DAVID SMITH (TEMPLE UNIVERSITY) Socioeconomic status (SES) and social support significantly influence various aspects of our lives, including cognitive processes. Both factors are pivotal in shaping our emotional and social functioning. This research aims to investigate their impact on the amygdala, a center for emotional and social processing, using the Adolescent Brain Cognitive Development data (N=11876). By exploring this, we seek to understand how SES and social support interact with neural mechanisms underlying emotional regulation.POSTER 19DOES INFANT GAZE INFLUENCE INEXPERIENCED CAREGIVERS' PERCEPTIONS OF INFANT VOCALIZATIONS?4