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Dissertations / Theses on the topic 'Generalization (psychology)'

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Published: 4 June 2021

Last updated: 2 February 2022

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1

Cullen, Patrick K. "Neurobiological mechanisms of fear generalization." Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618903.

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<p> Contextual fear conditioning involves pairing a novel context (conditioned stimulus) with several footshocks (unconditioned stimulus) that serve to condition fear to that context. As the retention interval between training and testing increases context specificity is lost. In other words, the fear memory is no longer precise or context-specific, but has generalized to novel contexts at remote time points. In an attempt to investigate the neural pattern of an imprecise contextual memory trace as a function of time, we used fluorescent in situ hybridization to for Arc mRNA as a measure of ne

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2

Bulloch, Megan Jane. "Development of Generalization: What Changes?" Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1213021759.

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3

Miser, Tracey Marie. "Attention, Memory, and Development of Inductive Generalization." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460404591.

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4

Christy, Kristin N. "Generalization within an implicit categorization task." Oxford, Ohio : Miami University, 2003. http://www.ohiolink.edu/etd/view.cgi?miami1060840327.

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5

Bui, Elise Thuylinh. "Generalization Processes in the Evaluative Conditioning of Foods." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500560154818649.

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6

Cullen, Patrick Kennedy. "NEUROBIOLOGICAL MECHANISMS OF FEAR GENERALIZATION." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1374536919.

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7

Yao, Xin. "The Role of Selective Attention in Early Inductive Generalization." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1373311941.

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8

Fisher, Anna Valeryevna. "Inductive generalization underlying mechanisms and developmental course /." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1117039741.

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Thesis (Ph.D.)--Ohio State University, 2005.<br>Title from first page of PDF file. Document formatted into pages; contains xii, 110 p.; also includes graphics. Includes bibliographical references (p. 103-110). Available online via OhioLINK's ETD Center

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9

Mattar, Andrew. "Generalization of dynamics learning across direction, distance and time." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86872.

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Humans demonstrate the ability to move with little error in a wide range of situations. To do so requires a high degree of plasticity in the neural control of movement. The study of dynamics learning, the process by which the nervous system learns neural signals that are needed to produce the forces underlying movement, is a well-known method for examining plasticity in motor control. This dissertation reports on a series of experiments on dynamics learning and its generalization. Our studies touch on two important features of the dynamics learning process. The first is that dynamics learning

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Alladin, Waseem Jamal. "Social dysfunction in chronic schizophrenia : nature, treatment and generalization." Thesis, University of Hull, 2005. http://hydra.hull.ac.uk/resources/hull:5633.

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The present research explores the impact of neurocognitive status on generalization of social skills training and how these difficulties are further compounded by the difficulty of inadequate matching of problems to treatments. The generalization problem is addressed in two phases. In the first phase, a suggestion that a subgroup of chronic schizophrenia patients may have normal abstract problem solving was investigated by comparing paranoid and non-paranoid chronic schizophrenic in-patients (n= 11 per group) with assessed social dysfunction. Only the paranoid group had profiles comparable to

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11

Lynch, Joseph Francis III. "Estrogenic Modulation of Fear Generalization." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1466095867.

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12

Crooks, Noel Alexander. "Contingent-relations description facilitates rule-following in a subsequent generalization task." FIU Digital Commons, 1997. http://digitalcommons.fiu.edu/etd/2670.

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The present study examined if the opportunity to describe contingent relations after a matching-to-sample conditional-discrimination training procedure differentially affected participants' performances on a generalization task; and if verbal feedback differentially affected the number of trials-to-criterion during training. Eighty college students were randomly assigned to one of four groups (N=20/group). Group 1 received verbal feedback congruent with computer generated contingencies. Group 2 received verbal feedback incongruent with these contingencies. Group 3 received no verbal feedback b

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13

Kazemi, Baharan. "Evolution of Mimicry and Aposematism Explained: Salient Traits and Predator Psychology." Doctoral thesis, Stockholms universitet, Zoologiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-148488.

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Aposematic species have evolved conspicuous warning signals, such as bright colors and striking patterns, to deter predators. Some edible and harmless species take advantage of this deterrent effect by mimicking their appearance. Mimicry is a great example of how natural selection produces remarkable adaptations. However, while some species evolve a very close similarity to their models to effectively avoid attacks, others are successful in doing so despite an incomplete similarity, i.e. imperfect mimicry. In some cases, it is surprising how such a crude disguise can fool predators. Why and ho

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14

Tang, Yun. "Hierarchical Generalization Models for Cognitive Decision-making Processes." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1370560139.

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15

Lobo, Harold E. "Complex stimulus control in humans merging functional and equivalence classes /." Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5938.

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Thesis (Ph. D.)--West Virginia University, 2008.<br>Title from document title page. Document formatted into pages; contains xi, 83 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 71-74).

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16

Keane, Caitlin Elizabeth. "Crosslinguistic generalization and interference in trilingual aphasia: a case study." Thesis, Boston University, 2013. https://hdl.handle.net/2144/21189.

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Thesis (M.S.) -- Boston University.<br>BACKGROUND: The continual increase in the number of bi/multilingual aphasic patients has given rise to the question of efficacy of treatment across languages. One question at the forefront of current research is the extent to which language control interacts with cross-language facilitation treatment in these patients. Theories of bilingual language processing suggest that there exists bidirectional and asymmetrical relationships between the two lexicons (e.g., Revised Hierarchical Model, Kroll et al., 2010). Such a model allows for the prediction of cros

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17

Hartin, Travis L. "INDIVIDUATING ARTIFACTS AND GROUPING ANIMALS: AN OBJECT’S REPRESENTATION INFLUENCES CHILDREN’S GENERALIZATION OF ITS LABEL." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1406037286.

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18

Wood, Timothy J. "On the rules-to-episodes transition in classification : generalization of similarity and rules with practice /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0001/NQ42888.pdf.

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19

Lynch, Joseph F. III. "Sex differences in the generalization of fear as a function of retention intervals." Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1555286.

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<p> Anxiety disorders are the most prominent mental disorder in the United States, and women are 60% more likely than men to have an anxiety disorder. One hypothesis for this sex difference is faster fear generalization rates in females. In previous studies using male subjects, context change disrupted a fear response at a short, but not long retention interval. An incidental observation suggested that females would show a different temporal pattern of fear generalization. In Experiment 1, male and intact female rats displayed disrupted fear responses in a novel context at 1 day. Males display

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20

St, Amand Santos Monica. "Generalization of Social Skills Based on Instructional Setting." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6129.

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Children with social skills deficits in verbal and nonverbal communication can face a variety of social challenges in many aspects of their lives. Given the increasing social needs of many students in today's classrooms, there is a need for increased social skills instruction and support in public schools. Inclusion opportunities in public schools can have a positive impact on the development of social skills and can increase peer understanding and empathy for students with special needs. Although there is research in the area of inclusion and its benefits, there is little known about the impa

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21

Klein, Claire. "Generalization of iPad®-Learned Skills in Children with Autism Spectrum Disorder." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/cmc_theses/1869.

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The present study investigated the effects of learning from an iPad® to real-world skills for children with autism spectrum disorder (ASD). Research has demonstrated that for some children with ASD, electronic media such as an iPad® is highly motivating, highly preferred, and increasing in popularity in homes and in classrooms (Chen & Bernard-Opitz, 1993; Rideout, 2017; Shane & Albert, 2008). Because academic skills are often difficult for children with ASD due to problems with motivation, the current study used the motivating features of iPad® apps to teach real-world academic skills to child

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22

Mitchell, Ashley Dawn. "Behavioral Parent Training Time Out Technique and Parent’s Ability to Generalize the Implementation to other Untrained Situations." Scholarly Commons, 2016. https://scholarlycommons.pacific.edu/uop_etds/2964.

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Parent’s ability to implement a skill like time out is considered to have generality when it lasts over time, it appears in environments in which it was not initially trained, and it is seen in use for child behaviors it was not initially trained for. A recent study suggested that parents have difficulty implementing time out in the home when they are supposed to (Jensen et al., 2016). The present study aimed to determine if there were difficulties in stimulus or setting generalization. Six parent participants completed pre and post training in-home naturalistic video observations, as well as

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23

Yermolayeva, Yevdokiya. "Infants' expectations about motion properties of objects: The role of sequence representations in generalization." Research Showcase @ CMU, 2013. http://repository.cmu.edu/dissertations/234.

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Motion cues such as agency and self-propulsion are considered central to infants’ developing ability to distinguish animate and inanimate entities. Although infants’ ability to encode these properties and attribute them to the appropriate classes of entities has been well-documented, no consensus exists regarding how infants represent these motion properties and generalize between them. The present work sought to address these issues: it expands on prior research on infants’ generalization about motion, proposes a new account of generalization, and rigorously evaluates the account using experi

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24

Franklin, Alan Lynn. "Suppressive specialization : implications for generalization and interference in connectionist networks /." Thesis, Connect to this title online; UW restricted, 1995. http://hdl.handle.net/1773/9011.

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25

Pietri, Evava S. "Retraining Positive and Negative Weighting Tendencies in Attitude Generalization to Promote Changes in Judgments across Domains." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1372858522.

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26

Gurney, Rebecca L. "Stimulus Generalization to Different levels of Illumination in Paramecium caudatum." Connect to full text in OhioLINK ETD Center, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1228768700.

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27

Wichnick, Alison Marie. "Script fading for children with autism| Generalization of social initiation skills from school to home." Thesis, City University of New York, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3601899.

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<p> A critical component of teaching social skills to people with autism is the generalization of behavior change across a variety of untrained situations during which social skills are appropriate. The script-fading procedure is an effective technology for teaching social skills to people with autism, but few researchers have established cues in the natural environment as the discriminative stimuli for social initiations. The purpose of this study was to use a script-fading procedure to teach young children with autism to initiate to one another across various activities in the school setting

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28

Wilson, Kelsey Nicole. "The neural correlates and temporal dynamics of cued fear generalization." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/7047.

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Fear generalization, the generalization of fear to innocuous stimuli, is a characteristic component of pathological anxiety. For example, after returning from war, a person might begin to experience fear in response to the sound of fireworks, a stimulus typically regarded as safe. When excessive, “overgeneralization” serves as a core feature of fear and anxiety-related disorders, such as PTSD. The present collection of studies sought to investigate the neural correlates and temporal dynamics of fear generalization in humans. The first study sought to investigate the causal role of the ventrome

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29

Suess, Alyssa Nicole. "An evaluation of generalization, renewal, and resurgence during functional communication training conducted via telehealth." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1769.

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Previous research suggests that differential reinforcement procedures may inadvertently strengthen problem behavior, resulting in treatment relapse (i.e., recurrence of problem behavior) when chges (e.g., intentional treatment withdrawal or treatment fidelity errors) are encountered following successful treatment. The current study evaluated one potential solution to the problem of treatment relapse based on the procedures proposed by Mace et al. (2010), which involved initially implementing treatment within a context with a minimal history of reinforcement for problem behavior rather than in

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30

Lynch, Joseph Francis III. "Sex Differences in the Generalization of Fear as a Function of Retention Intervals." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1366392375.

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31

Burns, Melissa Leah. "Effects of conditioned, unconditioned, and contextual stimuli on the direction of conditioned responding /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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32

Hammond, Nicholas. "Generalization of Core Vocabulary Taught to Children Diagnosed with Autism Spectrum Disorder Using an Augmentative Communication Device." Thesis, The Chicago School of Professional Psychology, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10288058.

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<p> Children with autism often have limited functional communication repertoires. One way to teach functional communication is through the use of an Augmentative and Alternative Communication (AAC) device. Individuals who use an AAC device can be taught utterances (i.e., single words or phrases) through prompting and providing a consequence specific to the utterance in a mand, or a generalized conditioned reinforcer in a tact (Skinner, 1957). In the present study, five children diagnosed with autism were taught to emit utterances consisting of 26 “core” words that comprised 96% of

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33

Welburn, Kenneth. "Expectancies, perceptions and beliefs associated with the generalization of criticism skills over a one year interval." Thesis, University of Ottawa (Canada), 1989. http://hdl.handle.net/10393/5670.

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This study was designed to assess post-program cognitions and experiences which were hypothesized to play a role in the generalization of social skills over time. In particular, self-efficacy perceptions, outcome expectancies, outcome values, and anxiety were assessed through a Biographical Inventory before participation in a social skills program. The Inventory was then used to assess the subjects' experiences once a month for three months after the program, and one year following the program. Subjects who demonstrated generalization on in-vivo, role-play, or self-report measures of giving an

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Herrington, Hayley Marie. "Reliability Generalization of the Multigroup Ethnic Identity Measure-Revised (MEIM-R)." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4212.

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The strength of ethnic identity has been linked to higher academic achievement, academic attainment, and overall psychological wellbeing. The Muligroup Ethnic Identity Measure (MEIM) was developed to measure ethnic identity development, and this measure has been used widely. The MEIM has since been updated to the Multigroup Ethnic Identity Measure–Revised (MEIM–R). The relatively new MEIM–R has not been widely studied. In order to solidify researchers' confidence in the measure, a reliability generalization analysis was performed and the data compared to the original MEIM. Random-effects weigh

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35

Einarsson, Einar. "The anterior cingulate cortex in contextual fear memory: from formation, consolidation, and reconsolidation, to mediating context generalization." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=107666.

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To persist, new memories must undergo a consolidation process, during which they are sensitive to disruption. This process, referred to as cellular consolidation, is posited to be completed within the first hours following learning and involves stabilization of changes in synaptic connectivity. Memories can also consolidate at the level of brain systems. Systems-consolidation is a more prolonged process involving gradual reorganization of brain systems that support memory expression, where memories that initially depend on the hippocampus increasingly come to depend on specific cortical struct

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Grada, Heather B. "Programming common stimuli to promote generalization of academic skills with elementary school children." abstract and full text PDF (free order & download UNR users only), 2007. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1442858.

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37

Westerman, Jeffrey Joseph. "Domain specific refusal skill training with adolescents: Assessing generalization as a function of the number of domains trained." Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2802.

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The present study compared levels of cigarette smoking refusal skills, and assessed generalization to a novel behavior domain among three groups of fifth grade students. A total of 32 students where randomly assigned to one of three groups: (a) a smoking refusal skills group; (b) a multiple domain (smoking, drug and alcohol, and gang activity) refusal skills group; and (c) a group that only discussed the negative health effects of smoking. It was predicted that both skill training groups, in relation to the discussion group, would score significantly higher for refusing cigarettes on self-effi

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Darzi, Chantal. "The Harvard Trauma Questionnaire: Reliability and Validity Generalization Studies of the Symptom Scales." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36082.

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The cross-cultural applicability of the PTSD diagnosis has been widely disputed in recent years. Consequently, an examination of the psychometric properties of instruments that are used to assess traumatized individuals of various cultures is of utmost importance. To respond to this need, the overall goal of this dissertation was to evaluate the psychometric properties of the Harvard Trauma Questionnaire (HTQ; Mollica et al., 1992), a measure that was developed to assess trauma symptoms across cultures. In the first study, I conducted a search of all publications and dissertations that used th

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Corry, Steven N. "An Analysis of Auditory Stimulus Generalization Gradients in Children with Autism Following Two Different Training Procedures." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1733.

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Previous research suggests learning of children with autism often fails to successfully generalize across changes in settings and stimuli. Much of this research has assessed generalization by first teaching a behavior in one context and then measuring the transfer of the behavior to extra-treatment stimuli and settings. The present study measured generalization of learned behavior by systematically varying the tone of an auditory stimulus present during training to obtain generalization gradients. Generalization gradients are graphical representations of the strength of a response produced by

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Cliett, Terra N. "A Comparative Evaluation of Matrix Training Arrangements." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984242/.

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A common goal of instructional techniques is to teach skills effectively and efficiently. Matrix training techniques are both effective and efficient as they allow for the emergence of untrained responding to novel stimulus arrangements, a phenomenon known as recombinative generalization. However, it is unclear which type of matrix arrangement best promotes recombinative generalization. The current study compared two common matrix training approaches, an overlapping (OV) design and a non-overlapping (NOV) design, with respect to arranging relations targeted for training. We conducted a replic

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41

Zanatta, Laraine Theresa. "The Effects of Hearsee/Say and Hearsee/Write on Acquisition, Generalization and Retention." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2770/.

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This study examines the effects of training in two yoked learning channels (hearsee/say and hearsee/write) on the acquisition, generalization and retention of learning. Four fifth-grade participants were taught the lower-case letters of the Greek alphabet. Twelve letters were taught in the hearsee/say channel and twelve letters taught in the hearsee/write channel for equal amounts of time. The see/say channel reached higher frequencies at the end of training and showed higher acquisition celerations than the see/write channel. However, the see/write channel showed higher accuracy

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42

Brophy, Elizabeth Rose. "Generalization across verb types after Verb Network Strengthening Treatment (VNeST): A treatment study." Master's thesis, Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/406357.

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Communication Sciences<br>M.A.<br>Research in communication disorders suggests that training linguistically complex forms will generalize to untrained, simpler forms with similar structural properties (see Thompson, 2007 for review). The present study investigated generalization patterns from transitive verbs to two classes of intransitive verbs following administration of Verb Network Strengthening Treatment (VNeST; Edmonds, Nadeau & Kiran, 2009). Based on the Argument Structure Complexity Hypothesis (ASCH; Thompson, 2003), it was predicted that greater generalization would occur to unergativ

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Söderman, David, and Nicolas Dhondt. "EFFECTS OF WORKING MEMORY TRAINING ON THE PACED AUDITORY SERIAL ADDITION TASK : a randomized, double blind, comparison group controlled study of generalization of implicit learning." Thesis, Stockholm University, Department of Psychology, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-6927.

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<p>Working memory (WM) is essential for our ability to function cognitively. In this thesis we set out to examine the effects of computerized WM training in adults, through a randomized, comparison group controlled and double blind design. We measured this using a neuropsychological test called Paced Auditory Serial Addition Task (PASAT), which measures executive functions. The participants (N106), divided into four groups, young (20-30), old (60-70) and training-low dose. They trained with a computerized WM training program called Rememo© at home for five days a week during a period of five w

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Ashton-James, Claire Elizabeth Psychology Faculty of Science UNSW. "Feeling compliant or contrary? Affective influences on behavioural priming." Awarded by:University of New South Wales. Psychology, 2007. http://handle.unsw.edu.au/1959.4/40899.

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Until recently, research into the social consequences of affect has focused almost exclusively on conscious judgments and behaviours. The present research investigates the impact of positive and negative affective states on automatic behavioural priming, a nonconscious social process that enables us to efficiently and effortlessly assimilate or contrast our behaviour with contextual cues. Based on previous research into factors moderating the outcome of behavioural priming, it is hypothesized that positive affect will increase the magnitude of assimilation effects, while negative affect will i

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Stanley, Kelly N. "The influence of training structure and instructions on generalized stimulus equivalence classes and typicality effects /." Electronic version (PDF), 2004. http://dl.uncw.edu/etd/2004/stanleyk/kellystanley.html.

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46

Krieger, Angelina C. "Facilitating the Generalization of Social Skills with Bibliotherapy and Positive Peer Reporting." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3328.pdf.

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Chaudhry, Mohsana A. "Increasing Number of Toys: A Case Study of Response Generalization across Novel Toys." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955028/.

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Children diagnosed with autism are often described as having limited or restricted activities that serve as reinforcers as compared to neurotypical peers. Many theories suggest that one of the many ways children develop is through participation in play. This results in children coming into contact with new environmental stimuli. The procedures used to enhance play skills for children diagnosed with autism typically involve training novel responses with novel stimuli (e.g., toys). This is often done using naturalistic procedures. Because multiple procedures are used, it is unclear what procedur

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Asriel, Melanie Waldrop. "Aging and Selective Attention in Causal Learning." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1085.

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This study investigated age differences in generalization of causal value employing similarity as a cue to causality. Exemplars from six food categories (A+, B-, C+, D-. E+, F-) were presented to both young and older adults in two contiguous training phases. Training Phase 1 included exemplars from categories A+, B-, C+, D-. Training Phase 2 included exemplars from A+, B-, E+, F-. Foods in the “+” categories were paired with an outcome of sickness and foods in the “-” categories were not paired with sickness. Tests of causal judgment and exemplar recognition were conducted. For causal judgment

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Trost, Zina. "Correction of Pain Expectancies Following Exposure to Movement in Chronic Back Pain." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1216157547.

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Hammerly, Mark D. "Difficulty of learning and generalization as a function of complexity, parity, and abstraction within two primitive Boolean families." Miami University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=miami1051802836.

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