Mentor: Dr. Donna Rose
Senior Scientist, Rotman Research Institute
Project Description
How we imagine the future is shaped not only by demographic characteristics such as age but also by cultural factors. For instance, whether one is from an individualistic versus collectivistic culture is known to influence both the perception of future time horizons as well as the nature of imagined future events. However, there is very little research examining whether another aspect of culture directly related to future time – after-death beliefs – influence prospective cognition. We recently found that after death beliefs influences the perceived extension of future time, where the strength of belief in the self as persisting beyond death (e.g., spiritual embodiment, reincarnation) was associated with longer time horizons. We plan to follow up this finding with a new online study that will investigate how after death beliefs shape the imagination of future events that may occur beyond one’s lifetime. Participants will imagine and describe events that could occur beyond their lifetime that focus on the future of their self, their family or their community/nation. We will determine whether the qualities (e.g., vividness) of these different types of events relate to the strength of different after-death beliefs. The SROP student will assist with a literature review and the cleaning, scoring and analysis of these data. They will be exposed to data management techniques as well as the use of natural language processing techniques. The student will work with lab members on the project and attend weekly lab meetings.
Does this project require the SROP Student to be in-person or remote? Either one
Mentorship Statement
My mentorship style is very hands-on, working with students 1-on-1 or in small groups. I guide students through the research process, and provide training opportunities and feedback that help them develop core research skills to prepare them for the next steps in the studies and careers. My lab members are from diverse backgrounds, bringing different skills, insights and lived experiences. I foster a stimulating, inclusive environment where student inputs are valued, learning is an ongoing, collaborative process, and together we strive for excellence. My approaches are shaped by my own experiences in science as a woman of Samoan (Pacific indigenous) descent from a low socioeconomic background, first-in-family for completing high school, and with disabilities. I share my journey to inspire future students from low-income, BIPOC, or first-in-family backgrounds through speaking both in academic and community forums (see here: https://youtu.be/ktY3yRolndg for a recent talk on my academic journey).