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Relevant bibliographies by topics / Children Verbal learning / Dissertations / Theses

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Dissertations / Theses on the topic 'Children Verbal learning'

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Published: 4 June 2021

Last updated: 4 February 2022

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1

Conde, Joann M. "Patterns of verbal communication in children with special needs." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5290/.

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The social interactions between children with special needs, learning disabilities and/or attention deficit disorder (ADHD), were investigated. The children were observed in groups of three/four while creating a cooperative art project. During this activity, their interactions were recorded and coded for patterns of verbal communication. Verbal communication was evaluated through statements reflecting requests for information and materials; helping/cooperation/giving; consideration/positive reinforcement; competitiveness; intrusiveness; rejection; self-image; neutral statements; and persuasive

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2

Clerkin, Colin P. "Investigation of an intervention to facilitate non-verbal communicative behaviour." Thesis, Bangor University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239878.

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3

Fleming, Paul J. "The acquisition and alteration of food consumption patterns in preverbal and verbal children." Thesis, Bangor University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364555.

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Supersymmetric string theories are the best candidates we have for a unification of all the fundamental interactions known in physics. These theories still need to be confronted with experiment. However, direct evidence for string effects only becomes important at high energies. This means that, at present, one can only hope to constrain these theories through their low energy limits. Of these, the most promising are supergravities where the fields and their interactions are severely constrained by the superstring theory. In this thesis we will consider some of the additional constraints impos

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4

Ho, Man-ling Joyce. "The difficulties of Chinese dyslexic children in the process of learning verbal and nonverbal materials." Click to view E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37090616.

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5

Daly, Patricia M. "The verbal behavior of students with learning disabilities during reading instruction with the language experience approach and two mastery learning programs /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266011221371.

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6

何敏靈 and Man-ling Joyce Ho. "The difficulties of Chinese dyslexic children in the process of learning verbal and nonverbal materials." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37090616.

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7

Huxford, Bonnie L. "Relationships between the California Verbal Learning Test - Children's Version and the Wechsler Intelligence Test for Children - Third Edition." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1191107.

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This study looked at the relationship between the 27 indices on the California Verbal Learning Test - Children's Version (CVLT-C) and the 19 scores on the Wechsler Intelligence Test for Children - Third Edition (WISC-III). The sample consisted of 58 children, ages 6-16 from a clinical population. The subgroups with Attention Deficit Hyperactivity Disorder (ADHD), Learning Disabilities (LD), and High Ability (HA) were compared to children with no clinical diagnosis (ND) on WISC-III Full Scale IQ, Verbal IQ, and Performance IQ; on CVLT-C Total Recall Trials 1-5; and on CVLC factors of Attention

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8

CONRAD, PAMELA FANKHAUSER. "VERBAL AND NONVERBAL PROCESSING AMONG LEFT- AND RIGHT-HANDED GOOD READERS AND READING-DISABLED CHILDREN." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184189.

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Differences in cerebral lateralization of verbal and nonverbal stimuli between left- and right-handed good readers and left- and right-handed reading-disabled children were examined. The study utilized the dichotic listening paradigm and examined the effects of directed attention on the processing of consonant-vowel (CV) and tonal stimuli by the four groups. The sixty subjects included fifteen right-handed good readers (eleven females and four males, mean age 10-3), fifteen left-handed good readers (eight females and seven males, mean age 10-5), fifteen right-handed reading-disabled children (

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9

Micklewright, Jackie L. "Verbal learning and memory abilities in children with brain tumors the role of the third ventricle region /." unrestricted, 2005. http://etd.gsu.edu/theses/available/etd-11172005-133342/.

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Thesis (M.A.)--Georgia State University, 2005.<br>Title from title screen. Tricia Z. King, committee chair; Robin Morris, Mary Morris, committee members. Electronic text (102 p. : col. ill.) : digital, PDF file. Description based on contents viewed July 17, 2007. Includes bibliographical references (p. 91-102).

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10

Chan, Chi-man. "A study of the effects of multi-sensory stimulation on pre-verbal communication skills of people with a profound learning disability /." View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36784333.

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11

Conte, A. (Antonella). "How children construct a common ground during collaborative learning tasks:quality of social interactions and verbal exchange." Master's thesis, University of Oulu, 2014. http://urn.fi/URN:NBN:fi:oulu-201406191768.

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Scientific evidence has proved that social situations are an enriching context for learning, because the acquisition of new knowledge implies active participation of the learner. Structuring an efficient collaborative situation is challenging and different factors can affect the quality of outcomes. The social context itself is not a guarantee of learning. Experts have deeply explored the collaborative learning approach and they have identified a concept crucial for effective collaboration, namely the process of grounding. When members of a group attempt to perform a task together, a shared un

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12

Gallego, Margaret Anne. "Verbal interaction among teachers and elementary learning-disabled students engaged in directive and interactive prereading strategies." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184838.

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Interactive teaching approaches have been documented as viable and effective methods of comprehension instruction. This study identified the components characteristic of interactive and directive teaching. The language employed by teachers and learning disabled (LD) students engaged in one of three interactive strategies or a directive strategy are described and compared with student performance. A written summary and a multiple choice comprehension test served as dependent measures. Subjects were upper elementary bilingual, LD students and their teachers in eight self contained or resource cl

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13

Micklewright, Jackie L. "Verbal Learning and Memory Abilities in Children with Brain Tumors: The Role of the Third Ventricle Region." Digital Archive @ GSU, 2006. http://digitalarchive.gsu.edu/psych_theses/11.

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The third ventricle region houses several neuroanatomical structures that are primary components of the human memory system, and provides pathways through which these brain regions communicate with critical regions of the frontal and medial temporal lobes. Archival data was obtained for 42 children with cerebellar or third ventricle tumors, and was examined for tumor and treatment related confounds. Children with third ventricle tumors were hypothesized to exhibit; 1) better performance on a measure of auditory attention, 2) greater impairment in learning across trials, 3) greater memory los

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14

Glaser, Margaret L. Jo. "A study of the relationship between preferred learning styles and verbal ability of learning disabled students and general education students implications for the regular education initiative /." Access abstract and link to full text, 1994. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9423374.

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15

Bouwer, Berna. "Fasilitering van emosionele intelligensie by leerders met verbale leergestremdhede." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-07032008-140637.

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16

Meijs, Celeste J. C. "Verbal learning in school-aged children and the influence of childrelated factors, test-related factors, and natural context." Maastricht : Maastricht : Neuropsych Publishers ; University Library, Universiteit Maastricht [host], 2008. http://arno.unimaas.nl/show.cgi?fid=11296.

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17

Diebold, Thomas Joseph. "The effects of verbal and pictorial instructional formats on the comprehension of science concepts by hearing impaired subjects /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487326511715889.

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18

Lau, Hui-mei, and 劉曉眉. "The effect of priming and verbal short-term memory on word learning in Cantonese-speaking children : a developmental study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/197524.

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In older children and adults, words are stored in the mental lexicon in an organized manner and processed in a systematic manner on the basis of their phonological structures. The processing of novel words is therefore more efficient. Young children may process a novel word in a holistic manner, and the words are not stored phonemically distinct with one another in the mental lexicon. Priming is a method often used in spoken word recognition studies. The effects of phonological primes on word learning would reflect the organization of mental lexicon in young children. At the same time, researc

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19

De, la Cruz Rey E. Morreau Lanny E. Lian Ming-Gon John. "The effects of creative drama on the social and oral language skills of children with learning disabilities." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9604368.

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Thesis (Ed. D.)--Illinois State University, 1995.<br>Title from title page screen, viewed April 20, 2006. Dissertation Committee: Lanny Edward Morreau, Ming-Gon John Lian (co-chairs), Frances E. Anderson, Mack L. Bowen, Julie Brinker. Includes bibliographical references (leaves 112-133) and abstract. Also available in print.

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20

Chan, Chi-man, and 陳志文. "A study of the effects of multi-sensory stimulation on pre-verbal communication skills of people with a profound learning disability." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B45014486.

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21

Shah, Minoo Gunwant 1964. "Verbal and visual learning in a sample of Native American children: A study of the effects of practice on memory." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288875.

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The purpose of this study was to investigate the effect of learning and rehearsal on verbal and visual memory in 15 Native American students ranging in age from 9 to 16 years. Subjects were administered the Verbal Learning (VL) and Visual Learning (VIL) subtests of the WRAML. These subtests assess the ability to retain verbal (list of words) and visual (location of designs) information presented over 4 trials. A 5th trial assesses retention after a short delay. The study additionally aimed to relate scores on these tasks with overall scores on the WRAML, the WISC-III and the DAS. A description

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22

Cihon, Traci Michelle. "A comparison of transfer of stimulus control or multiple control on the acquisition of verbal operants in young children." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1186026259.

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23

Moore, Zachariah. "Helping preschoolers to overcome function neglect in object word learning the effect of exposure to two exemplars /." [Kent, Ohio] : Kent State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1161361226.

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Thesis (M.A.)--Kent State University, 2006.<br>Title from PDF t.p. (viewed June 12, 2007). Advisor: William E. Merriman. Keywords: language development, language, word learning, form, function, shape bias, function neglect. Includes survey instruments. Includes bibliographical references (p. 35-39).

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24

Gollek, Cornelia. "Metacognitive development and the disambiguation effect in monolingual and bilingual children." Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/20185.

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Research suggests that children are only able to flexibly apply more than one label (e.g. mouse and animal) in one situation with one conversational partner after they pass standard false belief tasks. Both abilities have been attributed to the understanding of perspective. The aim of the studies was to extend previous research to examine the disambiguation effect, children’s tendency to select an unfamiliar object in the presence of another but familiar object as referent for a novel word. Theoretical considerations suggest this effect initially results from a lack of understanding perspectiv

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25

Ahlberg, Sara. "Kommunikation i särskolan : En kvalitativ studie om kommunikation kopplat till individanpassad musikundervisning." Thesis, Linnéuniversitetet, Institutionen för musik och bild (MB), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-84827.

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Individualized teaching in schools with children with learning disabilities is a prerequisite, in order to be able to convey knowledge and teaching in an educational and developing way. The purpose of this study is to explore how musical communication can be used in school's with children with learning disabilities in different ways and how teachers can create an individualized teaching through this, during the music lessons. The study's result describes the interviews that have been conducted that have occurred in varied locations around Sweden with teachers in the subject area music in learn

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26

Miranda, Ana Carolina Arruda. "Estratégias de ampliação do repertório verbal em crianças pré-escolares por meio de leitura compartilhada de histórias." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/59/59134/tde-21112018-112132/.

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As contingências verbais promovidas pelo ambiente da educação infantil são importantes para que crianças pré-escolares desenvolvam seus repertórios verbais. Estudos indicam que a leitura compartilhada de histórias (LCH) tem efeitos significativos no desenvolvimento desses repertórios, principalmente quando associada a estratégias de ensino explícito de vocabulário. Porém, muitos educadores não têm conhecimento sobre essas estratégias e sobre como ocorre a aprendizagem a partir da LCH. Este trabalho, composto por três estudos, teve dois objetivos gerais: identificar as principais estratégias de

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27

Tempel, Ashley B. "Parent-child interaction therapy the effects of parental attention components on children's verbalizations and attending-to-task behaviors /." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10694.

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Thesis (M.S.)--West Virginia University, 2009.<br>Title from document title page. Document formatted into pages; contains viii, 78 p. : col. ill. Includes abstract. Includes bibliographical references (p. 48-59).

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28

Edwards, Bobbie. "The Effects of Tests and Praise on Children's Hear-write and See-say Responses." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5465/.

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Four elementary school children were tested on 120 words containing the short e (e.g., ten, pen) and short a (e.g., tan, pan) sounds. Words were tested in the hear-write (H/W) and see-say (S/S) channels. No programmed consequences were scheduled during baseline (BL) tests 1-3. After BL, an error analysis categorized words based on channel error and topography of error. Praise was delivered during tests 4-6 for correct responses. Children's responses were variable within channel and across channels for a majority of words. By the end of the praise phase, there was a decrease in the number of wo

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29

Glass, Kimberly Lynne. "Comprehension of humor in children with non-verbal learning disabilites." Thesis, 2003. http://hdl.handle.net/2152/601.

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30

Glass, Kimberly Lynne Semrud-Clikeman Margaret. "Comprehension of humor in children with non-verbal learning disabilites." 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3122808.

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31

Sun, Yifei. "Stimulus Control for Making Math Verbal." Thesis, 2021. https://doi.org/10.7916/d8-f3ck-z354.

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In three experiments, I first examined the correlation between the presence of transformation of stimulus function (TSF) across computation and the presence of TSF across saying and writing for spelling words, and then tested the effects of the establishment of TSF across saying and writing on the establishment of TSF across math operants. Eight middle school students with learning disabilities participated in experiments I and II. All participants demonstrated reader/writer and math skills such as textual responding and using counting strategies to solve one-step word problems. Four of the ei

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32

Gewer, Anthony. "Uncovering potential: dynamic assessment of non-verbal reasoning ability in educationally disadvantaged children." Thesis, 2014.

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South African research into dynamic assessment has contributed to the growing body of international research which supports the efficacy of dynamic assessment in uncovering learning capacity in a variety of populations of learners with special needs. This study investigated the application of dynamic assessment to a sample of black children within a South African township clinic setting. Aged 9-15 years (mean age = 10.96) they had been referred to the clinic with learning difficulties. The experimental group (n=48) was exposed to a group dynamic assessment process, using certain tasks of

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33

Bancroft, Alexis Branca. "Basic Relational Concept and Verbal Behavior Development in Preschool Children With and Without Autism Spectrum Disorder." Thesis, 2017. https://doi.org/10.7916/D8TF08VG.

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The current study investigates basic, relational concept development, as measured by the Boehm Test of Basic Concepts 3rd Edition – Preschool Version (BTBC3-P), in 51 preschool aged children (Mage = 49.26 months; SD = 8.53 months) with and without Autism Spectrum Disorder (ASD) attending the same Comprehensive Application of Behavior Analysis to Schooling (CABAS©) preschool. Relational concepts represent spatial, dimensional, temporal, quantitative, and class relationships between objects or people (i.e., above and behind). They predict academic achievement in grades two and three and are esse

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34

Gately, Jeanne E. "Effect of intervention strategies on specific verbal feedback of volunteers and its secondary effect on qualitative motor performance." Thesis, 1991. http://hdl.handle.net/1957/37158.

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The purpose of this study was twofold. First, to determine if planned interventions could increase untrained undergraduate students' use of positive and specific skill feedback while a teaching fundamental motor skill to children who are disabled. Second, to qualitatively assess the effect of specific verbal feedback on student motor performance. Six undergraduate students enrolled in the Adapted Physical Activity and Lab class at Oregon State University served as teachers for 6 children who were classified as having a mild to moderate disability. Teachers were individually videotaped teaching

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35

Thijsse, Lynette Joan. "The neuropsychological profiles of learners with Asperger Syndrome." Thesis, 2008. http://hdl.handle.net/10500/1359.

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A qualitative case study research design is used to investigate the results of a neuropsychological test battery, collated and used with four individual cases. A literature study consisting of research with respect to AS as well as neuropsychological assessments provides the theoretical framework from which existing theory is tested and expanded on. The cases are analysed individually and then by cross case analysis to ascertain any patterns of strength and weaknesses which could result in a "typical" profile of a learner with AS. Findings conclude confusions with respect to diagnostic

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36

Conolly, Joan Lucy. ""From mimism to music in the child" : an oral-style contextual reading of the primary learning theory of Marcel Jousse with special reference to Rudolf Laban." Thesis, 1995. http://hdl.handle.net/10413/6100.

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In the essay, "From Mimism to Music in the Child" (1935), Jousse, the French linguistic anthropologist, * describes the process whereby instinctive learning takes place and develops into cognitive motor skills in the Child; * traces the connections between the stages of learning and the skills acquired by the Child. These skills include gestural mimic imitation, drawing, listening, speaking, and musical expression; * makes specific recommendations about the process of teaching the Child; * relates the stages in the early learning processes in the Child to the development globally and universal

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37

MARKOVÁ, Marie. "Současná problematika dětí se syndromem ADHD/ADD." Master's thesis, 2007. http://www.nusl.cz/ntk/nusl-48001.

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The thesis deals with the problematic of specific behavior disorders. Despite the age some children keep suffering from complications which negatively influence their studies in the form of insufficient reading techniques, in the lower ability of text understanding and consequently disability to study the read material. The goal of the thesis is to suggest a number of recommendations how to help those children in the phrame of their integration to a common basic schoul course. Separate steps (form and frequency of correction, contents of corrections) are described in the individual educational

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