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1
Atłas, Karina. "Temperamentalne i osobowościowe podłoże codziennego heroizmu." Doctoral thesis, Katowice : Uniwersytet Śląski, 2018. http://hdl.handle.net/20.500.12128/7067.
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The work discusses the issue of heroism and its relations with personality, temperament,
motivation behind heroic and risky behaviors, and attitude to heroism. The phenomenon of
heroism lies in its characteristics: in heroism, a socially desirable behavior involves extremity,
risk-taking and risking one's resources (health, life, money or reputation). Empirical study of
heroism is a new area in psychology, probably because this phenomenon is not easy to
describe and operationalize. Recently, there has been increasing interest in everyday heroism
in psychological research. The study described in the dissertation involved the analysis of its
correlations with HEXACO model dimensions as well as subclinical psychopathy, subclinical
narcissism, and temperament (impulsivity, fear deficit, sensitivity to punishment and
sensitivity to reward, and the sensation seeking). Relationships between heroism and explicit
and implicit motivation behind heroic behaviors, as well as between heroism and the person's
attitude toward it, were also studied. In addition, correlations between the attitude toward
heroism and some personality and motivational variables were analyzed.
The hypotheses were verified in two study groups: a general population group (236
persons) and a group of people doing dangerous jobs (246 persons). Factor analysis of the
instruments was carried out in a pilot group (200 persons) and an aggregate group (523
persons). In addition, 96 persons took part in the study of implicit motivation using the IRAP
procedure. Heroism was measured with the Questionnaire of Heroic Behaviors
[Kwestionariusz zachowań heroicznych] (the author's original instrument) and the Activity
Frequency Inventory [Inwentarz częstości zachowań heroicznych] by Lilienfeld (adapted by
the author). Motivation behind heroic behaviors was tested using the Questionnaire of
Motives Behind Heroic Behaviors [Kwestionariusz motywacji do zachowań heroicznych] (the
author's original instrument) and the IRAP procedure, and attitude to heroism, using the
Questionnaire of Attitudes Toward Heroic Behaviors [Kwestionariusz postaw względem
heroizmu] (the author's original instrument). The other variables were measured with research
tools adapted to the Polish culture or translated into Polish by the author. The reported study shows that personality, temperamental and motivational factors play
a role in heroism. It was possible to identify heroic prototypes connected with different levels
of heroism and involving different traits: fearless heroes, narcissist and sensitive (openminded)
heroes, impulsive (moderately heroic) individuals, and non-heroic ones. People
working as fire fighters, police officers, rescuers or soldiers have a higher level of subclinical
psychopathy and narcissism, and display a higher level of heroism. Mediational analysis, i.e.,
the analysis of mediator variables such as narcissism, may help understand the mechanism
underlying heroic behaviors. As expected, heroism proved to be correlated with the dark side
of personality. Probably heroism is an essentially pro-social behavior, but its determinants are
complex and not related to a high level of honesty, authenticity or personality reflection of
moral components. The study suggests that audacity, fearless temperament and narcissist selfsufficiency
(understood as the belief in one's own efficacy, strength and ability to succeed)
may be especially important in heroism. The study showed that even dark sides of personality
may be socially beneficial. The study is concluded with the definition of heroism based on the
theoretical concept and empirical study. The results may be used in different areas of
psychological practice, such as professional training, recruitment and selection, psychological
education and training, educational programmes, or the treatment of people with personality
disorders.
2
Vincent, Laura E. "Attention Deficit Hyperactivity Disorder & Narrative Comprehension Deficits in College Students." UKnowledge, 2016. http://uknowledge.uky.edu/psychology_etds/97.
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The current study examined if the narrative comprehension deficits that children with ADHD exhibit during childhood and adolescence continue in college students as a function of ADHD symptoms, and if a relationship existed between ADHD symptoms and self-efficacy. Children and adolescence with ADHD have difficulties in several areas of narrative comprehension, including maintaining goal structure, distinguishing important events from unimportant events, and making causal connections. If these deficits persist there also may be a relationship between ADHD symptoms and self-efficacy.
Higher levels of ADHD symptomatology were associated with difficulties recalling story events in the college population. Some findings differed from the patterns observed for children and adolescents. College students with higher symptoms of ADHD recalled fewer events in the Growing Pains recall. However, unlike children and adolescents, college students with higher symptoms of ADHD did not recall fewer of the Growing Pains important events or causally connected events. The pattern of findings for the fables is consistent with that seen in research studying children with symptoms of ADHD. These deficits may lead to a serious deficit in academic outcomes within this population.
3
Davtyan, Emil. "Příčiny růstu rozpočtových deficitů USA." Master's thesis, Vysoká škola ekonomická v Praze, 2013. http://www.nusl.cz/ntk/nusl-199754.
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The aim of this thesis is to analyze causes of United States budget deficits growth. In the first part, the thesis deals with the theory of public finance and fiscal policy including state budget and its balance. The thesis then focuses on the specific situation in the United Sates, its historical development of fiscal policies, development of federal debt, United States federal budget process, and also list of current main issues that represents main cause behind larger United States budget deficits. At the end, based on Congressional Budget Office data, is the indication of further development of federal debt including discussion over sustainability of the current development. In conclusion, the thesis also tries to find out whether the twin deficits hypothesis is valid for United States based on econometric analysis.
4
Krljes, Sanya. "Mismatch negativity (MMN) deficit in schizophrenia : specificity and relationship to cognitive deficits." Thesis, Imperial College London, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422339.
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Bull, Julie Linda. "Experiences of adults with Attention Deficit Hyperactivity Disorder and relationship to executive function deficits." Thesis, Staffordshire University, 2014. http://eprints.staffs.ac.uk/2058/.
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Attention-Deficit/Hyperactivity Disorder (ADHD) is characterised by symptoms of hyperactivity, impulsivity and attentional difficulties. Originally thought to be a condition of childhood, ADHD has now been recognised in adults. One of the main theoretical explanations of ADHD is related to deficits in Executive Functioning (EF). The state of current knowledge regarding the relationship between EF and ADHD was reviewed. Findings suggest that adults with ADHD are likely to exhibit deficits in EF mainly related to response inhibition, set-shifting or working memory. Deficits in EF as shown on neuropsychological tests may help to identify people who are at risk of under achieving in various life domains such as education or occupation. Tests of EF which are more ecologically valid may be more sensitive to EF dysfunction than traditional measures. The experience of having adult ADHD and preferences for support were explored using Interpretative Phenomenological Analysis (IPA). Four super- ordinate themes emerged from five interviews: 'Process of adapting to ADHD', 'Social Appraisal', 'Self-regulation' and 'Coping'. Participants described an adjustment process which impacted on their identity and the impact on self-perception was evident. ADHD was not understood well by others and some participants experienced stigma and bullying. A range of coping strategies were identified and clinical implications and limitations of the study were discussed. Finally, a commentary and reflexive analysis of the research process was offered and factors influential to the research were discussed.
6
Cavard, Catherine. "Les deficits en ornithine transcarbamylase : un modele de correction d'un deficit enzymatique par transfert de genes." Paris 7, 1988. http://www.theses.fr/1988PA077026.
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Cannon, Megan. "The Relationship Among Attention Deficit/Hyperactivity Disorder (ADHD) Subtypes, Oppositional Defiant Disorder (ODD), and Parenting Stress." NSUWorks, 2013. http://nsuworks.nova.edu/cps_stuetd/16.
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Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most common behavioral disorders diagnosed within childhood and affects approximately 9.5% of children in the United States. Additionally, approximately 35% to 60% of clinic-referred children will also meet the criteria for Oppositional Defiant Disorder (ODD). Increased levels of parenting stress are commonly experienced among parents of children diagnosed with ADHD and a number of factors contribute to this association. ADHD subtype has consistently presented itself as a factor; however, observing parenting stress levels between ADHD subtypes and ADHD with comorbid ODD within the same study has not been pursued in the literature. The present study utilized the Parenting Stress Index-Short Form (PSI/SF) to compare scores on the Total Stress, Parental Distress, and Parent-Child Dysfunctional interaction scales among mothers of children diagnosed with ADHD Predominantly Inattentive Type (ADHD-I), ADHD Combined Type (ADHD-C) and comorbid ADHD and ODD (ADHD/ODD). Following a One-Way Analysis of Covariance, a significant difference was found on the level of Total Stress reported by mothers of children diagnosed with ADHD/ODD when compared with mothers of children diagnosed with ADHD-C. No other significant differences were uncovered.
Additionally, the current study attempted to gain a better understanding of the relationship between parenting stress and chronological age of the diagnosed child by observing the correlation between child age and the level of parenting stress reported by mothers of children diagnosed with ADHD, in addition to a comorbid diagnosis of ADHD and ODD. Pearson product-moment correlation coefficients were calculated between child age and the Total Stress and Difficult Child scales on the PSI/SF; however neither achieved statistical significance. Finally, the present study compared the correlations between child age and maternal scores on the Total Stress and Difficult Child scales on the PSI/SF among children with a sole diagnosis of ADHD, to those of children with a comorbid diagnosis of ADHD/ODD. Correlations within the ADHD/ODD group among child age and the Total Stress and Difficult Child scales were both in the negative direction. In contrast, the correlations within the ADHD group were both in a positive direction.
8
Knipp, Diana Kathleen. "Teens' Perceptions About Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder Medications and Adaptation to Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder." Thesis, Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1312%5F1%5Fm.pdf&type=application/pdf.
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Masellis, Maria C. "Evidence for temporal processing deficits in children with attention deficit hyperactivity disorder and language impairments on a dichotic listening task." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0007/MQ40662.pdf.
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Beaven, Alexandra. "Attention deficit hyperactivity disorder : reframing 'deficit' as creative strength." Thesis, University of Southampton, 2012. https://eprints.soton.ac.uk/347117/.
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Creative ideas are those that are both novel and useful. Creativity is considered to be a valuable social resource, which has supported the development of society in myriad domains. It has been suggested that behavioural indicators of creativity overlap with symptoms of Attention Deficit Hyperactivity Disorder (ADHD). Indeed, there is some preliminary evidence to suggest that individuals with ADHD may be more creative than individuals without ADHD. The first chapter of this thesis outlines the relevant research and theory and presents the ‘creative advantage hypothesis’. Specifically it is argued that defocused attention in individuals with ADHD increases the likelihood of unusual associations forming, thus increasing the likelihood of creative responses. The potential mediating roles of inhibition and delay aversion are also discussed. The second chapter of this thesis describes a study designed to test predictions of the creative advantage hypothesis. Parents of pupils in Year 8 were asked to rate their child’s level of inattentiveness and hyperactivity. Sixty six pupils completed a measure of figural creativity, inhibition and delay aversion in school. ADHD symptoms predicted creativity scores on one aspect of creativity, originality, and this effect was found in boys only. Inhibition and delay aversion were not found to mediate the relationship between ADHD symptomology and creativity in boys. Limitations and implications for Educational Psychologists and teachers are also discussed.
11
Bolden, Jennifer. "Understanding Phonological Memory Deficits in Boys with Attention-deficit/Hyperactivity Disorder (ADHD): Dissociation of Short-Term Storage and Articulatory Rehearsal Processes." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5132.
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current study dissociated and examined the two primary components of the phonological working memory subsystem – the short-term store and articulatory rehearsal mechanism – in boys with ADHD (n = 18) relative to typically developing boys (n = 15). Word lists of increasing length (2, 4, and 6 words per trial) were presented to and recalled by children following a brief (3 s) interval to assess their phonological short-term storage capacity. Children's ability to utilize the articulatory rehearsal mechanism to actively maintain information in the phonological short-term store was assessed using word lists at their established memory span but with extended rehearsal times (12 s and 21 s delays). Results indicate that both phonological short-term storage capacity and articulatory rehearsal are impaired or underdeveloped to a significant extent in boys with ADHD relative to typically developing boys, even after controlling for age, SES, IQ, reading ability, and reading speed. Larger magnitude deficits, however, were apparent in short-term storage capacity (ES = 1.15 to 1.98) relative to articulatory rehearsal (ES = 0.47 to 1.02). These findings are consistent with previous reports of deficient phonological short-term memory in boys with ADHD, and suggest that future attempts to develop remedial cognitive interventions for children with ADHD will need to include active components that require children to hold increasingly more information over longer time intervals.ID: 031001533; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: .; Title from PDF title page (viewed August 21, 2013).; Thesis (Ph.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 30-37).
Ph.D.
Doctorate
Psychology
Sciences
Psychology; Clinical Psychology
12
Blažek, Petr. "Problémy veřejných financí v České republice a zemích EU, možnosti jejich řešení." Master's thesis, Vysoká škola ekonomická v Praze, 2006. http://www.nusl.cz/ntk/nusl-8967.
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Diplomová práce se zabývá chronickou fiskální nerovnováhou. Popisuje makroekonomické důsledky deficitního finacování. Následuje podrobná analýza aktuální fiskální pozice ČR i přehled dosavadního vývoje veřejných financí objasňující vznik hlavních problémů strukturální povahy. V další části jsou formulována doporučení pro úspěšnou fiskální konsolidaci.
13
Marks, Lori J. "Attention Deficit Disorders." Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etsu-works/3575.
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Wilde, Jaime, and University of Lethbridge Faculty of Education. "Teachers' and counsellors' knowledge and experience related to attention deficit hyperactivity disorder." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2006, 2006. http://hdl.handle.net/10133/363.
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This study was designed to assess teachers' and counsellors' knowledge and experiences
related to ADHD and the use of stimulant medication. The sample population was
comprised of elementary, middle school, and high school teachers and counsellors from
two school districts in southwestern Canada. A descriptive, cross-sectional design using a
self-administered questionnaire was used to obtain information. Results revealed that the
teachers and counsellors responding to the questionnaire have limited knowledge about
ADHD and the use of stimulant medication, although a large majority of them have
experience with students with ADHD and are involved in the diagnosing and assessment
process of ADHD. These results suggest that there is a need for in-service training
regarding the diagnosis and characteristics of ADHD, different intervention strategies,
and assessment of the effectiveness of these strategies. Teachers and counsellors need to
become more familiar with empirical research and to base their practice on it, rather than
on popular opinion. Finally, further collaboration is needed between teachers and
counsellors and allied professionals, such as physicians and psychologists.x, 77 leaves ; 29 cm.
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Clemente, Damião Inácio. "Estresse hídrico sobre caracteres morfofisiológicos e agronômicos em populações de milho." Universidade Federal de Goiás, 2017. http://repositorio.bc.ufg.br/tede/handle/tede/7572.
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Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq
The occurrence of estimation periods has been provoking several activities, increasing corn area cultivated in Brazil is rainfed, and as losses in annual productivity due to drought are around 15% of the total yield potential. The objective of this study was to evaluate the effect of water deficit on agronomic traits and production components on maize (Zea mays L.) genotypes and to distinguish populations with greater tolerance to water stress. The study was carried out during the period 2015/2016, in the experimental area of the Federal University of Goiás - Jatobá Campus, located in the city of Jataí / Goiás. Twenty-four genotypes were studied, 12 of which were pollinated: CC1; CCV; CRE1; CRE2; CRE3; CRE1S; MPA; MPA1; TG2R; TG2RMV; NAPPMHG; CRV-02, 10 genotypes of commercial hybrid F2 generation: HSG1, HSG2, HSG4, HSG4, HSG5, HSG6, HSG7, HSG8, HSG9 and HSG10 and two testers: DKB390 (tolerant) and BRS1030 (sensitive). The experiment was conducted in randomized blocks (DBC), in a 2 x 24 factorial scheme, (2 planting times and 24 genotypes), with 4 reps. The traits are: Male and Female Flowering (FM and FF); Interval between female and male flowering in days (IFMF); Height of plants (APL); Ear Height (AES); Stay green (STG); Prolificity (PRL); Ear length (CES); Ear diameter (DES); Hectoliter weight (PHCL) and Grain yield (PGR). The genotypes CCV, CRE3 and TG2R are potential genotypes for use in breeding programs aiming at greater tolerance to water stress. These genotypes do not differ among themselves for PGR under water deficit, with productivity of 5.76; 6.26; 5.59 and 4.48 t ha-1, respectively. The flowering interval, ear diameter and stay green are good indicative as secondary traits in the selection of water stress tolerant genotypes.
A ocorrência de períodos de estiagem vem provocando diversas alterações nas estratégias agrícolas, Grande parte da área de milho cultivados no Brasil é de sequeiro, e as perdas em produtividade anual em decorrência da seca ficam em torno de 15% do potencial de rendimento total do milho. Deste modo, objetivou-se neste trabalho avaliar o efeito do déficit hídrico sobre caracteres agronômicos e componentes de produção em genótipos de milho (Zea mays L.) e distinguir populações com maior tolerância ao estresse hídrico. O estudo foi realizado durante o período de safra 2015/2016, na área experimental da Universidade Federal de Goiás - Campus Jatobá, situado na cidade de Jataí/Goiás, Foram estudados 24 genótipos, sendo 12 populações oriundas de polinização aberta: CC1; CCV; CRE1; CRE2; CRE3; CRE1S; MPA; MPA1; TG2R; TG2RMV; NAPPMHG; CRV-02, 10 genótipos de geração F2 de híbridos comerciais: HSG1, HSG2, HSG3, HSG4, HSG5, HSG6, HSG7, HSG8, HSG9 e HSG10 e duas testemunhas: DKB390 (tolerante) e BRS1030 (sensível). O experimento foi conduzido em blocos casualizados (DBC), em um esquema fatorial 2 x 24, (2 épocas de plantio e 24 genótipos), com 4 repetições. Os caracteres avaliados foram: Florescimento Masculino e Feminino (FM e FF); Intervalo entre os florescimentos feminino e masculino em dias (IFMF); Altura de plantas (APL); Altura de espiga (AES); Stay Green (STG); Prolificidade média (PRL); Comprimento de espiga (CES); Diâmetro de espiga (DES); Peso hectolitro (PHCL) e Produtividade de grãos (PGR). Os genótipos CCV, CRE3 e TG2R são potenciais genótipos para uso em programas de melhoramento visando maior tolerância ao estresse hídrico. Estes genótipos não se diferem entre si para PGR sob déficit hídrico, com produtividade média de 5,76; 6,26; 5,59 e 4,48 t ha-1, respectivamente. O intervalo de florescimento, diâmetro de espiga e stay green são bons indicativos como caracteres secundários na seleção de genótipos tolerantes ao estresse hídrico.
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Groves, Candice B. T. "Associative and Error-Driven Learning in Younger and Older Adults." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1110.
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Previous research has consistently shown associative deficits in older adults learning and memory (Chalfonte & Johnson 1996; Naveh-Benjamin, 2000; Naveh-Benjamin, Hussain, & Bar-On 2003) that are related to decreases in hippocampal function (Driscoll et al., 2003; Mitchell, Johnson, Raye, & D’Esposito, 2000). However, older adults learn certain simple predictive relationships between events (Mutter & Williams, 2004) that involve basal ganglia dependent error-driven learning. The goal of the current study was to determine whether error-driven learning could reduce the age-related associative deficits that are associated with hippocampal decline. The results did not support the idea that error-driven learning enhanced older adults’ associative memory, although our study supported normal error-driven processing in older adults. Our study confirms prior findings showing that age differences in associative memory are greater following an error-driven learning task than following an observation learning task (Schmitt-Eliassen, Ferstl, Wiesner, Deuschl, & Witt, 2007; Shohamy et al., 2004). Therefore, the results of the study did not support enhanced associative memory for older adults due to errordriven processing.
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Gremillion, Monica L. "Merely Misunderstood: Expressive, Receptive, and Pragmatic Language in Children with Disruptive Behavior Disorders." ScholarWorks@UNO, 2011. http://scholarworks.uno.edu/td/1398.
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Children with Disruptive Behavior Disorders (DBD), including Attention-Deficit/Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder (ODD) have poorer language skills compared to typically developing children; however, language as a potential risk factor for DBD has received little empirical attention or evaluation. Receptive, expressive, and pragmatic language skills in preschoolers with DBD were examined. Participants were 82 preschool-age children and their primary caregivers. Primary caregivers completed a semi-structured interview and symptom and language questionnaires. Preschoolers completed measures of receptive and expressive language. Results indicated that preschoolers with DBD were more impaired on receptive, expressive, and pragmatic language compared to non-DBD children. Pragmatic language appears particularly impaired in children with DBD, and language problems appear most linked with increased hyperactivity-impulsivity (vs. inattention or oppositional-defiance). This work suggests the need for early assessment of language in preschoolers with DBD, as well as the possibly utility of tailored interventions focusing on improving pragmatic language.
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Castro, Karina Cunha Carneiro de. "Desenvolvimento cognitivo entre escolares de Vicosa-MG, com deficit ponderal e deficit estatural." Universidade Federal de Viçosa, 2004. http://www.locus.ufv.br/handle/123456789/8900.
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A relação entre desnutrição e desenvolvimento cognitivo tem sido amplamente discutida na literatura. Estudos têm demonstrado que crianças que tenham sofrido de desnutrição apresentam atrasos em testes de Quoeficiente Intelectual (QI), dificuldades em áreas do desempenho acadêmico e alterações no comportamento social e emocional, quando comparadas a seus pares eutróficos sem história de déficits nutricionais. O presente trabalho teve como objetivo avaliar o desenvolvimento cognitivo de escolares com déficit ponderal ou estatural e compará-los ao de eutróficos do município de Viçosa Minas Gerais. Foram aferidas medidas De peso e altura das crianças e elas foram divididas em três grupos, de acordo com seu estado nutricional: (15) eutrófico, (15) com déficit ponderal e (15) com déficit estatural O desenvolvimento cognitivo foi avaliado por meio da Escala de Inteligência Weschler para Crianças - Terceira Edição (WISC III). Procurou-se também verificar a hipótese de déficit de atenção entre as crianças com déficit de peso e ou altura, utilizando-se o índice fatorial Resistência à distrabilidade do WISC III. Procurou-se também avaliar a influência da escolaridade e inteligência materna. A inteligência das mães foi aferida pelo teste Matrizes Progressivas de Raven Escala Geral. As crianças com déficit de peso tiveram desempenho inferior às crianças eutróficas para todas as medidas de QI total, verbal e de execução. Por outro lado, as crianças com déficit de estatura somente diferiram das eutróficas com relação ao QI de execução. Não foi possível comprovar a hipótese de déficit de atenção. Inteligência e escolaridade maternas tiveram coeficientes de correlação positivos e significantes com o funcionamento cognitivo infantil. Os resultados demonstram que a desnutrição ainda que não grave é capaz de provocar atrasos no desenvolvimento cognitivo. Além disso, a desnutrição aguda, definida pelo déficit ponderal, tem seus efeitos sobre o funcionamento intelectual, mais pronunciados do que a desnutrição crônica, caracterizada pelo déficit estatural, sugerindo a importância de intervenções que atuem, especialmente de forma preventiva, neste tipo de déficit.
The relation between malnutrition and cognitive development has been widely argued in literature. Studies have demonstrated that children who have suffered from malnutrition present delays in tests of Intellectual Coefficient (IQ), difficulties in areas of the academic performance and alterations in the social and emotional behavior, when compared to their eutrophyc pairs without historical malnutrition.The present studies have the goal to evaluate the cognitive development of students with weight and height deficit and compare them to their eutrophycs in the city of Viçosa - Minas Gerais. Height and weight measurements were taken from the students and the students were divided in three groups, according to their nutritional condition: (15) eutrophyc, (15) with weight deficit and (15) with height deficit. The cognitive development was evaluated through the Weschler Intelligence Scale for children - Third Edition (WISC III). We also try to verify the hypothesis of a deficit in the studentºs ability to pay attention caused by a deficit in height or weight.The Raven Progressive Matrices General Scale, measured the motherºs intelligence. The children with deficit on weight had lower IQ, worse verbal skills and worse action skills. On the other hand, the children with height deficit were only different from the eutrophyc when comparing IQ and action skills. We were not able to prove the hypothesis of deficit in attention. The motherºs intelligence and educational level had positive and significant correlation coefficients with the cognitive development of the children. The results show that malnutrition, even when itºs not in big proportions, can cause delays on the cognitive development. In addition, the acute malnutrition, defined by weight deficit, has its effects over the intellectual functioning stronger than the chronic malnutrition, which comes with height deficit, suggesting that interventions are important and need to be made especially to try to prevent other than combat the problem, in this kind of deficit.
Não foi localizado o cpf do autor.
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BARBAZA, LIBES MARIE-ODILE. "Deficit en proteine c, deficit en antithrombine iii, thrombocytemie essentielle pendant la grossesse." Lyon 1, 1989. http://www.theses.fr/1989LYO1M434.
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LACAPERE, REYNES BRIGITTE. "Deficits constitutionnels en proteine s de la coagulation : etude clinique de 42 cas de deficit en proteine s diagnostiques a toulouse et a strasbourg." Toulouse 3, 1989. http://www.theses.fr/1989TOU31182.
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Graham, Linda Jayne. "Schooling attention deficit hyperactivity disorders." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16529/.
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This thesis effects a (dis)ordered look as a disordered construct. A Thesis by Publication format has been employed, where instead of a traditional linear argument: A + B = Conclusion, this work follows a cartographical route - instead of traditional thesis chapters, there are scholarly journal articles. Whilst related, these papers each concentrate on different threads of the problem that we currently call "Attention Deficit Hyperactivity Disorder". Connected by short linking summaries, they constitute a cartographic survey utilising Foucault's (1977; 2003b) notion of a discursive/technological grid to examine "ADHD" as a discursive formation and schooling as a system of formation of "disorderly" objects.
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Young, Einir Meredydd. "Water deficit in Oryza species." Thesis, Bangor University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282250.
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Al-Uzri, Mohammed M. "Semantic memory deficit in schizophrenia." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/7542.
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This study is designed to study the extent of semantic memory deficit in schizophrenia, its nature, and its correlates, in community-based schizophrenic patients using a semantic memory battery. The patients’ performance was compared with that of matched controls. About six months later, the same cohort was tested again using the same battery. Patients’ performance was analysed using the criteria proposed by Warrington and Shallice (1979), to decide whether this deficit conforms into an access or store type disorder. The criteria used where: consistency across time, level of attributes and the effect of cueing. Typical parametric analysis showed significant impairment, on average, for this group of patients compared to controls on most tests of this battery. About a quarter or less of patients would perform below that of 5th percentile of the controls group on different tests of the battery used. However, a more robust and atypical analysis strategy demonstrated that the significant impairment is limited to two tests (category fluency and naming to description). In addition, this impairment correlate with negative symptoms scores (on the SANS) but no significant correlation with positive symptoms scores (on the SAPS). Across time, improvement on SANS score correlated with improvement in some semantic memory tests scores (category fluency and naming to description). Further analysis showed patients performance followed the same pattern of controls. This would be interpreted as difficulty in access rather than degraded store on the criteria mentioned above. The strongest of evidence came from patients’ performance on a cueing paradigm and inconsistency. These results are in support of earlier suggestion of an access semantic memory deficit in schizophrenia. The results could be related, in this cohort of patients, to being relatively young, with no significant symptomology, and living in the community.
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Dias, Eros da Mota. "Hipertensão arterial e deficit cognitivo." Faculdade de Medicina de São José do Rio Preto, 2012. http://bdtd.famerp.br/handle/tede/155.
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Previous issue date: 2012-07-25Introduction- The role of hypertension in the loss of cognitive function is controversial. Relationships of hypertension with increases in cerebral vascular resistance, diffused lesions and multiple lacunars infarct of the white matter are well known. Objectives- To evaluate the relationship between hypertension and cognitive deficiency (CD), identify risk factors associated with the development of CD and determine the association between markers of early vascular disease and CD in hypertensive individuals. Methods- One hundred and ninety eight individuals aged between 40 and 80 years old were evaluated. Forty eight participants were normotensive (NT). The remaining 150 hypertensive patients were subdivided into two groups, those with CD (HCD) and those without CD (HNCD). All participants underwent clinical evaluations and complete physical examinations and biochemical blood tests were performed. CD was investigated using the Mini Mental State Examination (MMSE) following the guidelines for its use in Brazil. The impact of hypertension on the arterial bed was assessed by identifying and measuring changes in the intima-media thickness (IMT) by vascular ultrasonography of the carotid arteries and analyses of the central blood pressure and Augmentation Index by applanation tonometry of the radial artery. Results- There were no significant differences in the plasma concentrations of total cholesterol, high density lipoprotein cholesterol and triglycerides of the three groups. The serum creatinine and estimated glomerular filtration rate where within normal ranges for all three groups. However, significantly higher values were found for the HCD and HNCD Groups compared to the NT Group (p-value < 0.05). A significantly lower MMSE score was recorded for the HCD Group compared to the HA and NT Groups (p-value < 0.05). The IMT was significantly different between the HNCD and HCD Groups (p-value = 0.0124). A significant difference in the IMT was also observed between hypertensive patients and the NT Group (p-value < 0.0001). The central systolic pressure was significantly higher in the HCD and HNCD Groups compared to NT Group (p-value < 0.0001). There were no significant differences in the Augmentation Index (corrected for heart rate) between the three groups (HNCD, HCD and NT). Conclusions- Hypertensive patients with CD have changes in the vascular morphology characterized by an increased carotid IMT and hemodynamic functional impairment manifested by elevated central systolic blood pressure.
Introdução- O papel da Hipertensão Arterial Sistêmica (HAS) no desenvolvimento de disfunção cognitiva é controverso. Reconhece-se sua relação com o aumento da resistência vascular cerebral e com lesões difusas e infartos lacunares múltiplos na substância branca. Objetivos- Avaliar a relação entre HAS e Déficit Cognitivo (DC), identificar fatores de risco associados a DC e identificar marcadores precoces de doença vascular e DC em hipertensos. Casuística e métodos- Foram avaliados 198 indivíduos com idades entre 40 e 80 anos, dos quais 150 eram hipertensos subdivididos em dois grupos, Hipertensos com DC (HA-DC) e Hipertensos sem DC (HA) e 48 indivíduos normotensos (NT). Todos foram submetidos à avaliação clínica, exame físico completo e exames bioquímicos de sangue. O DC foi investigado mediante o Mini Exame do Estado Metal (MEEM) segundo os critérios cujo uso é recomendado no Brasil. A repercussão da HAS no leito arterial foi rastreada por meio da identificação e quantificação de alteração na Espessura Íntima Média (EIMc) das carótidas com Ultrassonografia Vascular Digital e análise da Pressão Arterial Central (PSC) e do Augmentation Index (AI) mediante Tonometria por Aplanação (TA) da artéria radial. Resultados- As concentrações plasmáticas do colesterol total, colesterol de lipoproteína de alta densidade (HDL) e triglicérides (TG) nos três grupos estudados não mostraram diferenças significantes. Os valores de creatinina sérica e a Taxa de Filtração Glomerular estimada (TFGe) encontram-se dentro da faixa de normalidade nos três grupos. Entretanto valores maiores foram observados nos grupos HA-DC e HA, quando comparados ao grupo NT (p < 0,05). O grupo HA-DC confirmou redução significante do escore do MEEM quando comparado aos grupos HA e NT ( p <0,05). Avaliação da EIMc mostrou diferença significante entre os grupos HA e HA-DC (p=0,0124). Por outro lado, também observamos diferença significante para EIMc entre hipertensos e controles (p < 0,0001). Os grupos HA-DC e HA evidenciaram aumento significante da pressão sistólica central (PSC), quando comparados ao grupo NT (p < 0,0001). Os resultados do Augmentation Index 75 (corrigido para FC), avaliados nos três grupos (HA, HA-DC e NT) não apresentaram diferença significante. Os resultados do presente estudo mostraram: presença de alterações morfológicas caracterizadas por aumento da espessura íntima média das carótidas e alterações funcionais qualificadas como elevação da pressão sistólica central no grupo de hipertensos com DC. Entre os fatores de risco para o desenvolvimento de DC apenas a idade foi associada com déficit do escore do MEEM. Conclusões- Hipertensos com DC apresentam alterações morfológicas vasculares caracterizadas por aumento da espessura íntima média das carótidas e comprometimento hemodinâmico funcional manifesto por elevação de pressão sistólica central.
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Carvalho, Daniel Campos de. "Deficit democrático na União Européia." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/2/2135/tde-18022013-163602/.
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A presente pesquisa tem por pano de fundo o debate sobre a legitimidade do processo de integração da Europa, iniciado na década de 1950. Uma das principais expressões desta seara corresponde ao contemporâneo tema das assimetrias entre as expectativas das populações nacionais sobre a condução do processo de integração e o procedimento decisório verificado na praxis comunitária. O variado rol de limitações à ação participativa dos cidadãos no cerne deliberativo da União Europeia é reunido doutrinariamente sob a alcunha de déficit democrático. Mote frequente das análises de Filosofia Política e assunto recorrente dos estudiosos de Relações Internacionais, a existência de um déficit democrático na principal iniciativa de integração regional da Europa encontra escassos trabalhos sedimentados em uma abordagem jurídica. Deste modo, o principal escopo deste estudo é aclarar de que forma o Direito contribuiu para o advento do déficit democrático europeu e como são articuladas, pela via jurídica, as tentativas atuais de combate a este fenômeno. Para tanto, há de se demarcar o referencial teórico utilizado pela pesquisa, essencialmente no tocante a) à possibilidade de se aproximar regionalismo e democracia; b) à influência das teorias da integração no tema de estudo e c) à versão do conceito de democracia eleita no trabalho. Ademais, o arcabouço metodológico empregado para a obtenção dos resultados pretendidos responde, em um primeiro momento, pela análise dos textos originais dos principais tratados da integração europeia seguida por uma abordagem teórico-doutrinária de alguns aspectos da realidade jurídica do bloco. Para honrar suas pretensões, esta pesquisa apresenta uma estrutura tripartite. No capítulo inicial, há o debate sobre o estatuto conceitual do Direito da União Europeia, verdadeira condição para a aferição da hipótese de trabalho proposta. Nele, foram discutidas as vicissitudes atinentes aos problemas da natureza e da autonomia da malha normativa do bloco comunitário da Europa. Visto o panorama teórico do fenômeno jurídico comunitário da marcha europeia, empreendemos um detido exame do conjunto de dispositivos presentes na sequência de documentos fundamentais iniciada pelo Tratado de Paris (1951) e encadeada até o Tratado de Nice (2001). Tal abordagem permitiu reconhecer as principais normas relacionadas ao tratamento da questão democrática no processo de integração. Feita a identificação dos elementos normativos relacionados à questão do déficit democrático, atentamo-nos para o alcance da atuação do Direito neste contexto. Assim, há de se notar as consequências para a base social de um ordenamento jurídico alheio à tradicional estrutura piramidal, os resultados jurídicos da tentativa de afirmação da noção de cidadania europeia e o delineamento da configuração hodierna das iniciativas de aplacar o déficit democrático por meio dos dispositivos do Tratado de Lisboa (2009). Este percurso revela as agruras da legitimidade democrática da União Europeia e o anfótero papel do Direito no contexto referido, fornecendo um importante recurso de depreensão da realidade comunitária para os atores transnacionais contemporâneos.The background of this study is the debate concerning the legitimacy of the process of integrating Europe that began in the 1950s. One of the main expressions related to this discussion corresponds to the asymmetries between the expectations of national populations on how the process of integration is to be conducted and the decision-making process observed in the community praxis. The various limitations on the participatory action of citizens in the deliberative core of the European Union are doctrinally gathered under the label democratic deficit. A frequent motto in analysis in Political Philosophy and a recurring subject for International Relations researchers, the existence of a democratic deficit within the main initiative for the regional integration of Europe is not much addressed in studies with a legal basis. Therefore, the main scope of this study is to clarify how the field of law has contributed to the advent of the European democratic deficit and how current attempts to fight this phenomenon take place from a legal perspective. Accordingly, the theoretical framework used in this study needs to be delimited in relation to: a) the possibility of approaching regionalism and democracy; b) the influence of theories of integration in the studied subject; and c) the version of the concept of democracy elected at work. Additionally, the methodological framework employed to obtain the desired results responds, first, to the analysis of original texts from the main treaties of the European integration followed by a theoretical-doctrinal approach to some aspects of the blocs legal context. To achieve its goals, this study presents a three-part structure. A debate concerning European Union Law is presented in the opening chapter; a true condition for measuring the studys proposed hypothesis. The vicissitudes concerning the problems related to the nature and autonomy of regulations in the European bloc are discussed. Given the theoretical background of the phenomenon of the juridical community in the European march of democratization, we carefully examine the devices present in the series of key documents initiated in the Treaty of Paris (1951) linked up to the Treaty of Nice (2001). Such an approach enabled the identification of the main standards related to the treatment given to the democratic issue in the integration process. Once the regulatory elements related to the democratic deficit were identified, we focused on the scope of the role played by Law in this context. Therefore, the consequences in social terms of a legal order oblivious to the traditional pyramidal structure and the juridical outcomes of an attempt to claim the notion of European citizenship, as well as the current configuration of initiatives to mitigate the democratic deficit through devices provided in the Treaty of Lisbon (2009), should be noted. This course reveals the hardships of attaining the democratic legitimacy of the European Union and amphoteric role of Law in this context, providing an important tool to understand the context of the community for the contemporary cross-national actors.
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GUSTOVIC, PHILIPPE. "Deficit en g6pd et medicaments." Nice, 1993. http://www.theses.fr/1993NICE6554.
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DUCROIX, PASCALE. "Deficit acquis en facteur vii." Amiens, 1988. http://www.theses.fr/1988AMIEM041.
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Wood, David L. "Attention Deficit & Hyperactivity Disorder." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/5177.
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McBee, Ralph L. "Validation study of the Attention deficit scale for adults in diagnosing attention deficit hyperactivity disorders." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.
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Marks, Lori J. "Reading Instruction for Students with Attention Deficit Disorders (ADD) and Attention Deficit with Hyperactivity (ADHD)." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/3712.
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Day-Wilson, Katherine Mary. "Neuroanatomical studies of the isolation-reared rat with a deficit in prepulse inhibition of acoustic startle as a model for the sensorimotor gating deficits in schizophrenia." Thesis, University of Oxford, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.418807.
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Lee, Dong Hun. "Comorbid oppositional defiant or conduct disorder problems in children at high-risk for Attention Deficit Hyperactivity Disorder (ADHD) a comparison of emotional, psychosocial, and behavioral adjustment /." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0012580.
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Tsouknida, Efstathia. "A deficit in encoding the order of visual sequences in developmental dyslexia : a non-phonological deficit." Thesis, Aston University, 2009. http://publications.aston.ac.uk/15400/.
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The present thesis tested the hypothesis of Stanovich, Siegel, & Gottardo (1997) that surface dyslexia is the result of a milder phonological deficit than that seen in phonological dyslexia coupled with reduced reading experience. We found that a group of adults with surface dyslexia showed a phonological deficit that was commensurate with that shown by a group of adults with phonological dyslexia (matched for chronological age and verbal and non-verbal IQ) and normal reading experience. We also showed that surface dyslexia cannot be accounted for by a semantic impairment or a deficit in the verbal learning and recall of lexical-semantic information (such as meaningful words), as both dyslexic subgroups performed the same. This study has replicated the results of our published study that surface dyslexia is not the consequence of a mild retardation or reduced learning opportunities but a separate impairment linked to a deficit in written lexical learning, an ability needed to create novel lexical representations from a series of unrelated visual units, which is independent from the phonological deficit (Romani, Di Betta, Tsouknida & Olson, 2008). This thesis also provided evidence that a selective nonword reading deficit in developmental dyslexia persists beyond poor phonology. This was shown by finding a nonword reading deficit even in the presence of normal regularity effects in the dyslexics (when compared to both reading and spelling-age matched controls). A nonword reading deficit was also found in the surface dyslexics. Crucially, this deficit was as strong as in the phonological dyslexics despite better functioning of the sublexical route for the former. These results suggest that a nonword reading deficit cannot be solely explained by a phonological impairment. We, thus, suggested that nonword reading should also involve another ability relating to the processing of novel visual orthographic strings, which we called 'orthographic coding'. We then investigated the ability to process series of independent units within multi-element visual arrays and its relationship with reading and spelling problems. We identified a deficit in encoding the order of visual sequences (involving both linguistic and nonlinguistic information) which was significantly associated with word and nonword processing. More importantly, we revealed significant contributions to orthographic skills in both dyslexic and control individuals, even after age, performance IQ and phonological skills were controlled. These results suggest that spelling and reading do not only tap phonological skills but also order encoding skills.
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Birben, Aysegul. "Democratic Deficit In The European Union." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12605814/index.pdf.
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This thesis analyzes the democratic deficit problem inherent in the European Union since the initial stages. In the study, the two dimensions of the problem is studied and within this context, the decision making procedures in the European Union, the functioning of the European Union institutions, the European Parliament elections are discussed in detail. Moreover, issues related to Europeanness and European identity are referred to and the improvements achieved by European Union concerning institutional structure and popular unity to overcome the democratic deficit are analyzed.
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Keßler, Melanie. "The AVP Deficit in LAB Mice:." Diss., lmu, 2007. http://nbn-resolving.de/urn:nbn:de:bvb:19-65802.
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Svilenov, Roussin M. "Super 301 and the Trade Deficit." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1999. http://handle.dtic.mil/100.2/ADA366855.
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Thesis (M.S. in International Resource Planning and Management) Naval Postgraduate School, June 1999."June 1999". Thesis advisor(s): Robert E. Looney, Roger D. Evered. Includes bibliographical references (p. 63-67). Also available online.
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Mertig, Daniel A. "Causes of attention deficit hyperactivity disorder." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000mertigd.pdf.
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Almeida, Anna Luiza Ozorio de. "Deficit e endividamento estadual (1990-1995)." [s.n.], 1997. http://repositorio.unicamp.br/jspui/handle/REPOSIP/285827.
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Orientador: Monica BaerDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Economia
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Abstract: Not informed.
Mestrado
Mestre em Economia
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Lee, Christine Anne. "PERSON-CENTERED ANALYSIS OF ADHD COMORBIDITIES AND DIFFERENTIAL CHARACTERISTICS AND OUTCOMES." UKnowledge, 2018. https://uknowledge.uky.edu/psychology_etds/147.
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Attention-deficit/hyperactivity disorder (ADHD) is one of the most prevalent and impairing childhood disorders (5%; American Psychiatric Association, 2013), yet it is often studied in isolation. Such an approach is at odds with the clinical reality, where ADHD has a high comorbidity with oppositional defiant disorder, anxiety, and depression (Jensen, Martin, & Cantwell, 1997). Based on the possible presentations of ADHD with both externalizing and internalizing symptoms, there may be differences in associated characteristics, areas of impairment, and resulting assessment interventions. Therefore, the present study investigated how ADHD comorbidities manifested in a population of 233 elementary age children and how these profiles varied in already established characteristics (i.e., traits, social behaviors) and areas of deficit for children with ADHD (i.e., social functioning, academics, narrative comprehension). Characteristics and outcomes were examined using rating scales, behavior observations, laboratory tasks, and grades. Based on latent profile analyses, different patterns of comorbidity were identified using both parent and teacher ratings of ADHD. Based on parent and teacher report, those with high ADHD/ODD symptoms had more negative characteristics and outcomes. Network analyses corroborated these results, showing that internalizing symptoms were less relevant for associated characteristics and outcomes compared to ADHD and ODD symptoms. Overall, these results suggest that ADHD comorbidities may be primarily driven by ADHD and ODD symptoms, with this profile displaying more severe negative characteristics and outcomes.
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Langdana, Farrokh K. "The sustainability of domestic budget deficits in open economies." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/77814.
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This paper presents a framework for exploring the sustainability of U.S. domestic budget deficits in the presence of the currently experienced capital inflows. A 'sustainable' deficit-financing policy is defined as one in which the combination of debt-financing and seigniorage precludes the creation of a large unanticipated inflation to wipe out the debt in real terms. The model implemented is a rational expectations model of the open economy and two separate cases are analyzed.
In Case I, domestic money creation is held 'fixed' and any increases in the deficit are financed by the sale of one-year discounted government bonds to domestic and foreign residents. In Case II domestic money and bonds are both endogenously determined. The asset market, in both the cases, is characterized by perfect capital mobility as defined by uncovered nominal interest parity. Real interest parity, however, does not exist as domestic and foreign goods are not perfect substitutes.
In Case I, the solution of the domestic price level exhibits price-neutrality with respect to the deficits. The nominal and real exchange rates, however, are found to appreciate with increases in deficits and the situation is aggravated further by an exodus of domestic real wealth.
In Case II, on the other hand, deficits are found to be inflationary and both nominal and real exchange rates depreciate with increases in the deficit. Furthermore, increases in the amount of debt being rolled over cause even greater upward pressures on domestic inflation and result in the further weakening of the dollar. The solutions also provide us with an expression for the maximum amount of debt that can be rolled over without causing the domestic price level to explode or the currency to collapse. This 'critical value' of debt is found to bear an inverse relationship to the rate of growth of the domestic deficit. Bond-financed deficits are therefore non-sustainable in both the cases discussed, and the arithmetic, it seems, is unpleasant indeed.Ph. D.
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Glen, Tamara. "Exploring perceptions of attention deficit hyperactivity disorder." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100611.
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The articles presented in this thesis examined issues of identification and perception of Attention Deficit Hyperactivity Disorder (ADHD) in a sample of 38 boys with ADHD and 43 comparison boys without ADHD. The boys were recruited from local schools in the Montreal area as well as through the community. In Article 1, the positive illusory bias was explored in the area of attention using two different tasks in order to improve our understanding of the self-perceptions of boys with ADHD. Some evidence for positive illusions was found in that boys with ADHD estimated performance at the same level as the comparison group despite performing significantly worse. Additionally, on the Conners' Continuous Performance Test-II (C-CPT-II), significantly more boys with ADHD overestimated their performance than comparison boys. However, because the majority of the boys underestimated their performance, it is suggested that in unfamiliar situations boys with ADHD do not exhibit positive illusions to the same extent as in familiar situations. In Article 2, the perceptions of ADHD reported by others were examined in relation to an objective measure of attention. Through this, the validity of the C-CPT-II was also examined. Parent and teacher ratings of boys with ADHD were compared to boys' performance on the C-CPT-II. Parents completed the Conners' Parent Rating Scale-Revised (CPRS-R) and the Child Behavior Checklist (CBCL) and teachers completed the Conners' Teacher Rating Scale-Revised (CTRS-R). While both parent and teacher ratings on the CPRS-R and the CTRS-R respectively showed significant correlations with performance, teachers' ratings had the highest correlations with the errors of the C-CPT-II. Only the externalizing total T score rating on the CBCL was correlated with performance on the C-CPT-II. Additionally, boys with ADHD performed significantly more poorly than comparison boys on the C-CPT-II. However, there was no significant difference between the performance of boys with ADHD and boys with learning disabilities or between boys with learning disabilities and comparison boys. Using discriminate function analysis, the C-CPT-II was able to correctly classify 72% of the participants into either an ADHD or comparison group. The final discussion centres on this research programme's contribution to the field.
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Wong, Wai-lap. "Automatization deficit among Chinese developmental dyslexic children." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35778660.
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Panich, Darrell James. "Motor patterns in attention deficit hyperactivity disorder." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq22651.pdf.
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Corkum, Penny. "Attention-deficit/hyperactivity disorder and sleep problems." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0015/NQ45712.pdf.
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John, Shonna Claudelle Francis. "Story retelling and Attention Deficit Hyperactivity Disorder." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ63061.pdf.
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Wong, Wai-lap, and 黃緯立. "Automatization deficit among Chinese developmental dyslexic children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35778660.
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Scarpazza, Cristina <1985>. "Deficit in the Emotional Embodiment in Alexithymia." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2015. http://amsdottorato.unibo.it/6840/.
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Alexithymia refers to difficulties in recognizing one’s own emotions and others emotions. Theories of emotional embodiment suggest that, in order to understand other peoples’ feelings, observers re-experience, or simulate, the relevant component (i.e. somatic, motor, visceral) of emotion’s expressed by others in one’s self. In this way, the emotions are “embodied”. Critically, to date, there are no studies investigating the ability of alexithymic individuals in embodying the emotions conveyed by faces.
In the present dissertation different implicit paradigms and techniques falling within the field of affective neuroscience have been employed in order to test a possible deficit in the embodiment of emotions in alexithymia while subjects were requested to observe faces manifesting different expression: fear, disgust, happiness and neutral. The level of the perceptual encoding of emotional faces and the embodiment of emotions in the somato-sensory and sensory-motor system have been investigated. Moreover, non-communicative motor reaction to emotional stimuli (i.e. visceral reactions) and interoceptive abilities of alexithymic subjects have been explored.
The present dissertation provided convergent evidences in support of a deficit in the processing of fearful expression in subjects with high alexithymic personality traits. Indeed, the pattern of fear induced changes in the perceptual encoding, in the somato-sensory and in the somato-motor system (both the communicative and non communicative one) is widely and consistently altered in alexithymia. This support the hypothesis of a diminished responses to fearful stimuli in alexithymia.
In addition, the overall results on happiness and disgust, although preliminary, provided interesting results. Indeed, the results on happiness revealed a defective perceptual encoding, coupled with a slight difficulty (i.e. delayed responses) at the level of the communicative somato-motor system, and the emotion of disgust has been found to be abnormally embodied at the level of the somato-sensory system.
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Ramsay, Ronald. "Visual processing deficit explanations of developmental dyslexia." Thesis, University of Dundee, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263484.
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Williams, Jonathan Owen Heaton. "Causal networks in attention deficit / hyperactivity disorder." Thesis, King's College London (University of London), 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.479390.
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Silverman, Andrew Flint. "Disinhibition, memory, and attention deficit hyperactivity disorder /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3055244.
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