Dissertations / Theses on the topic 'Dual coding theory'

xiii, 205 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
This study examined idiom understanding in 120 neurologically healthy adults, ages 20-29 (20s Group), 40-49 (40s Group), 60-69 (60s Group), and 80-89 (80s Group) years old. Each participant was administered a familiarity task, definition explanation task, mental imagery task, and forced-choice comprehension task. Twenty idioms, 10 transparent and 10 opaque, were used with no supporting contexts. Participants were asked to rate the familiarity of each idiom, to provide a definition of each, to generate a mental image of each, and to select the best definition of each from among four options. It was predicted that younger and older adults would perform equally well on the comprehension task but that older adults would perform poorer than younger adults on the explanation task. Additionally, mental imagery of idioms was expected to become more figurative with advancing age, and participants were expected to perform better on highly familiar and transparent idioms than on less familiar and opaque ones. Participants rated all 20 idioms as highly familiar, with the lowest familiarity rating for participants in the 20s Group. No significant differences were found on the forced-choice comprehension task across the four age groups although the 20s Group scored the lowest among all age groups. The 60s Group performed significantly better than the 20s Group on the definition explanation task, but no significant differences were found between the other age groups. No significant differences were found in generating mental images between transparent and opaque idioms, and mental images tended to be figurative rather than literal for both types of idioms. The present study adds to our knowledge of idiom understanding across adulthood. Familiarity seemed to play a stronger role than transparency in idiom understanding in adults. Once an idiom was learned and stored as a lexical unit, people used the idiomatic meaning and generated figurative mental imagery immediately without accessing the literal meaning or the literal mental image.
Committee in charge: Marilyn Nippold, Chairperson, Special Education and Clinical Sciences; Roland Good, Member, Special Education and Clinical Sciences; Deborah Olson, Member, Special Education and Clinical Sciences; Nathaniel Teich, Outside Member, English

Over the last few years computer hardware has continued to become smaller, cheaper, faster and more numerous. Computer software too has continued to become more efficient and powerful. The result has therefore been an availability of increasingly versatile microcomputers whose power rival that of minicomputers and many of the earlier generations of mainframe computers. At the same time, computers and communications have merged, with the result that computing power has become cheaper than communication. As the computation becomes cheaper and the machines become faster, the desire to solve larger and more complex problems will continue to increase.

Dins l’entorn del projecte europeu HBB4ALL presentem dos experiments relacionats amb el subtitulat. Actualment, estem immersos en un context on el consum dels continguts multimèdia disponibles està migrant cap a una reproducció “a demanda” que es du a terme mitjançant un seguit de dispositius diferents. Amb aquest context en ment, explorem les diferències que la llengua original del contingut genera i les diferències que el consum en diferents dispositius influeixen en la forma que tenim de processar aquest contingut. Al primer experiment, explorem la relació entre l’atenció, els subtítols i el processament de la informació. Es presenten als participants dos conjunts de clips, un amb l’àudio en anglès (una llengua coneguda pels participants) i l’altre en noruec (una llengua totalment desconeguda) per tal d’explorar l’efecte que es produeix a l’hora de llegir subtítols (en polonès, llengua materna). Tal i com es prediu a la Teoria de la Codificació del Doble Canal (Dual Coding Theory) (Paivio, 1986), s’ha trobat que la possibilitat d’accedir a la mateixa informació per per múltiples canals (en el cas que la llengua de l’àudio és coneguda pels participants) facilita en gran mesura la comprensió del contingut. A més, la distribució de l’atenció es veu alterada també en les dues condicions experimentals. La hipòtesi proposada és que el mecanisme de distribució de recursos i el mecanisme d’avaluació de la demanda (Kahneman, 1973), són els principals causants de les diferències trobades en el processament de la informació dels continguts. El segon experiment és de caire més aplicat. Es duu a terme una comparació entre diferents dispositius per tal d’explorar com la lectura i el processament de la informació es modifica segons la plataforma. Per tal d’avaluar aquestes diferències, es presenten un conjunt de clips en un idioma desconegut pels participants mentre es registra la comprensió mitjançant qüestionaris i el moviment ocular mitjançant eye tracking. No es trobarem diferències significatives entre els dispositius pel que fa a comprensió, pel que es conclou que no sembla ser necessari adaptar els subtítols a les diferents mides de pantalla, posat que el nostre sistema de processament de la informació es capaç de compensar aquesta diferència. La conseqüent discussió considera que ambdós resultats són rellevants per a la comprensió del nostres sistemes atencionals i d’aprenentatge. En ambdues situacions experimentals el nostre sistema cognitiu es capaç d’activar els mecanismes necessàris per compensar les diferències provocades en les dues condicions experimentals.
We have conducted two experiments on subtitling and its presentation as part of the HBB4ALL European project. Nowadays, the tendency for content consumption is shifting towards an “on demand” dynamic performed on an array of different devices. With that in mind, not only did we explore the effect the audio language has on the way we process content but also the ways in which it is affected when using different devices to consume content. In the first experiment we explored the relation between attention, subtitles and information processing. We presented the participants with two sets of clips, one with audio in English and the other with audio in Norwegian in order to explore the effect on the reading of subtitles (in Polish). As predicted by the Dual Coding Theory (Paivio, 1986) multiple channel information processing is found to be a strong facilitator towards better performance in content comprehension. Moreover, attention resource distribution is also found to be altered by the experimental conditions. Resource allocation and demand evaluation mechanisms (Kahneman, 1973) are considered to be the main causes of those differences. In the second experiment the focus is more applied. A comparison was made between information processing on different devices in order to explore how reading and processing behaviour changes from platform to platform. To assess whether or not there are differences between the different platforms, we presented a set of clips in an unknown language and compared the results of comprehension and visual questionnaires as well as eye tracking readings. No significant differences were found across devices in content comprehension. It is not necessary to adapt subtitles to fit these devices as we are capable of compensating for any differences in their characteristics. The following general discussion considers the findings of the two experiments to be relevant to the understanding of our attentional and learning system. In both experimental situations, our cognitive processes are able to retrieve the necessary mechanisms to compensate for the differences made in the experimental manipulation.

The research was conducted in Sydney and Hong Kong using students, from grades 5 to 9, whose first language or teaching medium was English, learning to read Chinese as second language. According to cognitive load theory, the processing of single Chinese characters accompanied by pictures should impose extraneous cognitive load and thus hinders learning. In Experiments 1a and 1b, simple Chinese characters appeared to be processed likes pictures. Reading Chinese characters without pictures produced significantly better learning outcomes than reading them with pictures, suggesting that subjects processed Chinese characters and their English translations according to the Dual Coding model. In Experiment 2, grade 6 students learned to read two-character compound words in word-and-word and picture-and-word conditions. As expected, phonetic compounds were learned more effectively when presented along with the same word written in English than when accompanied by a picture of the object represented. In Experiment 3, grade 6 students were used in an investigation of the differential learning effects of two-character-compound and two-single-characters formats. The two-single-characters format, being of low element interactivity, resulted in better learning outcomes than the compound format, in which the two components were necessarily of higher element interactivity. In Experiment 4, six concrete sentences and six abstract sentences were used to investigate the learning strategies used by grade 9 students in processing second-language Chinese sentences. In a "no-picture " condition, a Chinese sentence was printed on each learning card underneath the English translation; and in a "with-picture " condition, a picture was positioned above the condition pair of sentences. As expected, the mean learning outcomes were greater for the no-picture s than for the with-picture conditions, and the difference between the no-picture and with-picture means was greater for concrete sentences than for abstract sentences. A logographic visual processing strategy was probably employed in reading concrete sentences but an analytic strategy used in reading abstract sentences. A new dual-coding model, based on the bilingual dual coding theory for different patterns in reading Chinese as a second language at various structural levels of processing was proposed.

Syftet med detta examensarbete i fördjupningsämnet svenska, har varit att utforska elevers lyssläsning i jämförelse med läsning med ögonen i relation till läsförståelse. Följande frågeställningar har fokuserats: Hur upplever elever att det är att lyssläsa jämfört med att läsa med ögonen? Hur påverkas elevers läsförståelse av att lyssläsa jämfört med att enbart läsa med ögonen? För att besvara syftet och frågeställningarna har en explorativ studie genomförts bestående av ett kvasiexperiment med två läsförståelsetester (lyssläsa respektive ögonläsa), enkätfrågor och semistrukturerade intervjuer. Sammanlagt har 13 elever i årskurs 2 deltagit i studien varav 6 intervjuades. Resultatet har analyserats utifrån forskning kring lyssnande, lyssläsning och stöttning samt ”Dual Coding Theory”. Följande slutsatser har dragits: Lyssläsning bidrog till utveckling av ordförrådet. Det agerade stötta för ökad förståelse och bidrog med en högre grad av förståelse i jämförelse med att läsa med ögonen. En viktig faktor för att lyssläsandet verkligen skulle stötta, handlade om rätt hastighet på talrösten. Eleverna i studien hann läsa längre textstycken när de lyssläste i jämförelse med när de läste med ögonen. I och med själva jämförelsen uppstod även metakognitiva reflektioner hos eleverna. Trots att studiens resultat inte är generaliserbart är det relevant då det indikerar att lyssläsning påverkar elevers läsförståelse och engagemang i positiv bemärkelse.
The purpose of this student essay has been to explore reading while listening in comparison to reading with the eyes, in relation to reading comprehension. The questions at issue were: How do young learners experience reading while listening in comparison to reading with the eyes? How do reading while listening effect young learners reading comprehension in comparison to reading with the eyes? An exploratory study has been done to meet the purpose and to answer the research questions via a quasiexperiment and semi structured interviews. All in all 13 students in 2nd grade has participated in the study in which 6 were interviewed. The results of the study have been analyzed from research concerning listening, reading while listening, scaffolding and Dual Coding Theory. A number of conclusions have been made. Reading while listening contributes to the development of vocabulary as well as a higher grade of understanding. It scaffolds reading comprehension and the speaking rate of the voice reading the text is of utmost importance. The students in the study were also able to read longer passages of text when reading while listening in comparison to reading with the eyes. Because of the comparison made between reading while listening and reading with the eyes, the students made metacognitive reflections, which supported understanding. Even though the result of the study cannot be generalized, it is relevant since it indicates that reading while listening effect students reading comprehension and engagement in a positive way.

Dual coding theory implies that engaging multiple modalities (e.g., visual, auditory) in instruction enhances learning. Presenting information via 3D images and 3D animations appears to improve student performance but the results are inconsistent across multiple studies. The present study investigated the effect of the Sensavis visual learning tool, a 3D educational software, on performance in chemistry among students in a Swedish elementary school. Thirty-seven students from grades 7 and 9 received training involving a 3D animation on chemical bonds while nineteen students in grade 8 had traditional instruction. ANCOVA results controlling for age and average chemistry grade revealed a statistically significant difference in the posttest performance with the control group outperforming both experimental groups. These results indicate that the Sensavis tool did not have a positive effect on learning chemistry compared to traditional instruction. Interpretation of the results is presented in discussion.
Enligt “dual coding theory” hjälper det att kombinera flera sätt att inta information (t.ex. visuellt, verbalt) inom lärandet. Presentation av information genom 3D-bilder och 3D-animationer verkar förbättra prestation bland elever, men resultaten är inkonsekventa i flera studier. Denna studie undersökte effekten av ett visuellt verktyg från Sensavis, en  pedagogisk programvara med 3D-animationer, på prestation inom kemi bland elever i en svensk grundskola. Trettiosju elever från årskurs 7 och 9 använde en 3D-animering om kemisk bindning förutom föreläsningar, medan nitton elever i årskurs 8 fick traditionell undervisning. ANCOVA-resultat som kontrollerade för ålder och kemibetyg visade att kontrollgruppen presterade bättre än bägge experimentgrupperna. Dessa resultat tyder på att Sensavis-verktyget inte hade en positiv effekt på lärande i kemi jämfört med traditionell undervisning. Tolkningen av resultaten presenteras i diskussion.

Syftet med detta examensarbete var att undersöka potentialen av TAKK (Tecken Som Alternativ och Kompletterande Kommunikation) i undervisningen av främmande språk i den svenska skolan. Genom en kvasiexperimentell utvärdering tillämpades TAKK under en lektion i spanska där 18 elever skulle lära sig 24 nya ord om mat. Eleverna gick i åk 6 och studerade nybörjarspanska. Orden lärdes ut på ett traditionellt sätt genom att säga och skriva dem men orden 1-12 ackompanjerades dessutom av ett TAKK tecken som eleverna uppmanades att härma. Eleverna förhördes skriftligt vid tre tillfällen på en period av två veckor; glosförhör 1 bestod av 24 ord utan bilder på tecknen, glosförhör 2 bestod av 24 ord och bilder på tecknen för orden 1-12. Glosförhör 3 bestod av endast 12 bilder på tecknen för ord 1-12. Orden skulle översättas till svenska förutom vid tredje tillfället där det skulle skrivas på spanska. I ljuset av Paivios (1971) Dual Coding Theory och The Additivity Hypothesis visade resultatet på glosförhören en positiv inverkan av gesterna/tecknen på inlärningen av orden. Alla elever fick ett högre antal rätt översatta ord vid glosförhör 2. Man kan försiktigt dra slutsatsen att tecknen från TAKK bidrog till en förbättrad memorering av orden då de lagrades i vårt multimodala minne där de lämnade två interrelaterade minnesspår.

The aim of this paper is to get a better understanding of the potential advantages and disadvantages of the audiovisual education in relation to the teaching and learning of Spanish as a Foreign Language in 21st century Swedish upper secondary schools. From here, we will work on establishing a clearer view of if these audio and visual presentations of school materials should remain in its current state of utilization or if it should be either increased or decreased for the completion of the vision of a more advanced comprehension, a higher motivation and higher grades among the students.           For us to be able to accomplish the main purpose of this paper, we have chosen to base our investigation on the dual-coding theory and on a collection of questionnaires to work as a quantitative research method. These research instruments were distributed to three of the largest upper secondary schools in Karlskrona, Blekinge, Sweden; where three Spanish teachers and their total of 117 students answered a total of 13 questions that later were compared and generalized to aid us throughout our task of establishing the role of the audiovisual education.           As a conclusion, the results showed clear evidence of how many of the audiovisual technologies help or overturn the comprehension, the motivation and the grades of the students. Although two of these technologies lacked in frequency of utilization, which aggravated the results, we could with ease see that technologies such as Whiteboard, PowerPoint, movies and videos should be able to improve all three of the mentioned factors for the majority of the students. In turn, this would mean that a higher utilization rate of the audiovisual technology could be beneficial for future education of Spanish as a Foreign Language.

In a suggestion to build upon students’ historical knowledge through reading The Remains of the Day, this essay delves into cross-curricular teaching, dual-coded theory aspects and revision of suggested plans to improve learner’s understanding of historical novels, characters, events, and descriptions to grasp and reflect upon such historical knowledge. Several methods for enhancing students’ knowledge and to improve vocabulary knowledge are provided. The essay is theoretically based and presents different aspects of how students’ knowledge of English and history as separate subjects in school, could be combined to address the learning abilities of all students. Reading comprehension is mainly based upon students’ prior knowledge. Therefore, this essay delves into various parts of learners’ abilities to reflect upon the written word and its significance to reality. Furthermore, suggestions to how teachers can collaborate to achieve an improved understanding of the novel and its time period through history and vocabulary is presented.

碩士
國立彰化師範大學
資訊管理學系
106
In recent years, with the popularization of the Internet, various types of information are quickly disseminated on the Internet, users can easily find related products or services when searching, and excessive data volume may lead to tedious query results. Therefore, if Using recommended technologies to help users will be a good way to solve these problems. It is easy to understand that the recommendation mechanism can substantially improve consumer decision-making. However, how the design of the recommender mechanism affects the measurement of decisions or other results is seriously insufficient. Therefore, this study decided to use the “dual-coding theory” argument to examine the effectiveness of the recommender system. This study constructs two recommender systems, one is a traditional recommender system, and the other is a recommender system based on the dual-coding theory. The experiment method is used to allow users to use the two systems separately to measure the two. Differences in various assessment indicators. The experimental results show that the recommender system designed on the basis of the dual-coding theory is better than the traditional recommender system on all aspects of the facet. On the analysis of the main effect path, in addition to the perceive convenience on satisfaction, the rest of the path is significant.

Theories of reading have seldom been examined across orthographies. In the present study, Dual Coding Theory (DCT), a general theory of cognition applied to literacy, was applied to Chinese sentences to investigate the effects of language concreteness and abstractness on immediate recall. Forty Chinese-English bilinguals read and recalled five concrete sentences and five matched abstract sentences. Of the ten sentences, five were English, and five were Chinese. Due to the characteristics of Chinese orthography, Chinese script may have a direct and more efficient access to meaning; hence, it is possible that concrete sentences in Chinese would not have the typical advantage over abstract sentences in recall found in other languages. However, the results showed that concrete Chinese sentences were recalled better than abstract Chinese sentences. A 2 (languages: Chinese vs. English) x 2 (sentence concreteness: concrete vs. abstract) analysis of variance with proportion of recall as the dependent variable showed that significant main effects were found for languages, F (1, 76) =11.68, p = .001, n2 = .13, and for concreteness, F (1, 76) = 38.12, p < .001, n2 = 33. That is, Chinese was overall recalled significantly better than English, and concrete sentences were overall recalled significantly better than abstract sentences. There was no significant interaction. Concrete Chinese sentences were recalled 1.32 times as much as abstract Chinese sentences, thus confirming the concreteness effects in Chinese. The results of the study are consistent with those of previous studies on DCT in alphabetic languages, and they also provide evidence of concreteness effects across orthographies.

This thesis addresses the problem of decoding high rate convolutional codes directly without resorting to puncturing. High rate codes are necessary for applications which require high bandwidth efficiency, like high data rate communication systems and magnet recording systems. Convolutional (rate k/n) codes, used as component codes for turbo codes, are preferred for their regular trellis structure and the resulting ease in decoding. However, the branch complexity of the (primal) code trellis increases exponentially with k for k/(k+1) codes, making decoding on the code trellis quickly impractical with increasing code rate. 'Puncturing' is the method traditionally used for generating high rate codes, which keeps the decoding complexity nearly the same for a wide range of code rates, since the same ?mother? code decoder is used at the receiver, while only the puncturing and depuncturing pattern is altered for changes in code rate. However, 'puncturing' puts a constraint in the search for the best possible high rate code, thereby resulting in a performance penalty, particularly at high SNRs.

It has long been held that concrete material has a processing advantage over abstract material, as predicted by Dual Coding Theory (Paivio,1991), although this has been challenged. For example, based on evidence for behavioural and neuroscientific studies, Kousta,, Vigliocco, Vinson, & Del Campo, (2011) proposed that emotional valance had a greater influence in the processing of abstract words, and that under some circumstances there may be no concreteness effect and might even be an abstractness effect. This would not be predicted by DCT. In addition, Isen and Daubman (1984) have claimed that emotional valence, and particularly positive emotion can influence cognitive processing. Specifically, they demonstrated that positive emotion was associated with more inclusive categorization of ambiguous category members. This current study was a 2 x 2 between group design to investigate the effect of positive and negative valence on recognition memory for concrete and abstract words and on categorization. Contrary to what was predicted by Dual Coding Theory, abstract words were generally better recognized than concrete, with there being an additional interaction with valence. A significant interaction between word type and valence on categorization was also found. Results partially support Kousta et al. (2011).

碩士
國立臺灣海洋大學
教育研究所
94
Abstract After Paivio proposed dual-code theory in 1974, many studies have supported his hypothesis. Most studies presented that learning based on dual channels can be more effective than learning with only one media source, like texts. However, there are still some studies that have pointed out that learning with multimedia may cause split-attention effects. For learning a foreign language, Mayer’s generative theory(2001) claimed that combining texts, pictures, narration or animation may improve learners’ words recognition and comprehension of the context. Some researches have even shown that native subtitles in the movies assisted learners to study foreign languages. Therefore, the present study carries out a quasi-experiment to examine if Chinese subtitles or Chinese narration could reduce the load of cognition in the process of learning and then improve learners’ achievements. To know which model is the best for EFL learners, there are three models in the study—Model 1(Animation+ English Subtitle + English Narration), Model 2 (Animation+ English Subtitle + Chinese Narration) and Model 3 (Animation+ English and Chinese Subtitle +English Narration). The subjects are 100 8th grades students and the design is pre-tests, treatments and post-tests. The followings are the main findings: 1. Learning through verbal and nonverbal systems can improve learners’ achievement. Also, native language can assist foreign language learning with the use of translation so that the learners’ performance is improved. 2. Adding native language to EFL multimedia programs can effectively enhance the performance of vocabulary translation. The performance between pre-tests and post-tests shows a significant difference. It consists with generative theory that native language can reduce the load in the process of translation. 3. In vocabulary matching, there is no significant difference among three models. Beginners can not simultaneously deal with narration, animation and subtitles. Hence, native language can not effectively eliminate the load of high-level language learning for beginners. However, the performance between pre-tests and post-tests shows a significant difference, so it still supports dual-coding theory and generative theory. 4. Reading comprehension performance shows no significant difference among the three models. It can be speculated that the students get the main ideas from animations so there is no distinct effect even with the help of native subtitles or native narration. 5. Students’ feedback show that 58% to 66% students agree that learning English by model 3(Animation+ English and Chinese Subtitle +English Narration) is quite helpful. Finally, the limitation of concentration is three to five times when showing each model seven times.

碩士
國立屏東師範學院
數理教育研究所
90
Among the researches of scientific creativity, some foreign scholars accepted the viewpoints of the dual coding theory and the associative theory of creativity. They used stimulus to increase the scientific creativity achievements of the learners, and the way was effective. Paivo (1971) assumes that memory and cognition are served by verbal systems and image system. The two systems are presumed to be interconnected but capable of functioning independently. Mednick (1962) indicated that the greater the number of associations that an individual has to the requisite elements of problem, the greater the probability of his reaching a creative solution. He also speculated that the greater the “distance” between associative elements, the greater the possibility of a creative response. The associative connections suggested by the dual coding theory may help the generation of new ideas. Two varieties in this study were stimulus modes and associative distance, which were used to prove that the combination of this two theory is effective and explored what kind of stimuli modes and associative distance are better for increasing scientific creativity. This study was questionnaires survey designed to compare the effect of different stimuli modes and associative distance. The instruments were used to collect data that were analyzed in this study. The subjects of this study were all the forth-grade students of a primary school in Kaohsiung. 364 students were tested in this study. The major findings were: 1. The use of both word and picture stimuli in this test resulted in the highest level scores of fluency, flexibility and originality of scientific creativity. The use of picture stimuli in this test resulted in second level scores of fluency, flexibility and originality of scientific creativity. The use of word stimuli in this test resulted in third level scores of fluency, flexibility and originality of scientific creativity. The use of non-stimuli in this test resulted in the lowest level scores of fluency, flexibility and originality of scientific creativity. 2. The use of stimuli with closed associative distances in this test resulted in the highest level scores of fluency of scientific creativity. The use of stimuli with remote associative distances in this test resulted in second level scores of fluency of scientific creativity. The use of noun stimuli in this test resulted in the lowest level scores of fluency of scientific creativity. 3. The use of stimuli with remote associative distances in this test resulted in the highest level scores of flexibility and originality of scientific creativity. The use of closed stimuli with associative distances in this test resulted in second level scores of flexibility and originality of scientific creativity. The use of noun stimuli in this test resulted in the lowest level scores of flexibility and originality of scientific creativity.

The current state of much research on written patient education materials (WPEM) suggests that they are written in a manner that is too difficult even for educated patients to understand and remember. Much of the research in this area is focused on modification of the readability of WPEM, which has shown to be relatively ineffective. In this study, an attempt was made to determine if a theory-based method in revising WPEM for improved comprehensibility and memorability was effective. The effectiveness of three versions of WPEM regarding breast self-exams (BSEs) was examined; the original version without illustrations obtained from the American Cancer Society website, a version that was written at a lower readability level as measured by the Flesch-Kincaid readability formula, and a version with a lower readability level as measured by the Flesch-Kincaid readability formula and the increased use of concrete language as suggested by Dual Coding Theory. The researcher compared the percentage of recall of idea units recalled by 76 participants at two time periods: immediately after reading the randomly assigned version of WPEM and seven days after the initial reading. The WPEM that contained the lower readability level and concrete language was most recalled by participants both at immediate recall and delayed recall. In fact, the delayed recall of the WPEM that contained the lower readability level and concrete language after the seven-day period was almost equivalent to the immediate recall of the participants in the other two groups. A significant main effect was found for the forms of WPEM, F(2, 73) = 27.69, p = .00, n2 p = .43 with an observed power of 1.00. A significant main effect was found for time, F(1, 73) = 161.94, p <.00, n2 p = .69 with an observed power of 1.00. A significant interaction of WPEM and time was found, F(2, 73) = 5.07, p = .01, n2 p = .12 with an observed power of .80. Reported levels of frequency of performing BSEs and levels of confidence in performing BSEs were also analyzed using the Wilcoxon Signed Ranks Test in relation to the three WPEM versions over time. Reported frequency was significantly greater after seven days, regardless of form of WPEM (WPEM A, p = .32; WPEM B, p = 1.00; WPEM C, p = .74). Levels of confidence were significantly greater after seven days, regardless of form of WPEM (WPEM A, p = ..02; WPEM B, p = .00; WPEM C, p = .00). Overall results indicate that combining reduced readability and increased concrete language is beneficial. The writing of WPEMs in a way that patients can understand should be supported by a theory, and infusing Dual Coding Theory in the writing of selected WPEMs may be beneficial for patients.

Thesis (M. Sc.) -- University of Alberta, 2010.
"A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Science, Psychology, University of Alberta." Title from pdf file main screen (viewed on January 5, 2010). Includes bibliographical references.