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Dissertations / Theses on the topic 'Learning – Psychological aspects'

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Published: 4 June 2021
Last updated: 1 February 2022

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1

Clark, Michele Candice. "Structural-functional aspects of caring for elders in the home environment." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184912.

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The purpose of this study was to identify variables that facilitate lay caregivers in maintaining dependent elders in the home setting. Specifically, this study: (1) tested a deduced theory designed to explain home maintenance of a dependent elder; (2) examined the relationship between the following variables: Seriousness of an Elder's Illness, Caregiver Overload, Quality of Care, Learning State, Caregivers Maintenance Ability, Acceptance of the Maintenance Role and the Caregiver's Perception of Power; and (3) evaluated the reliability and validity of the instruments that measured the proposed variables. A descriptive correlational design with causal modeling methodology was used to assess a five stage theory. The convenience sample was comprised of 70 English speaking caregivers providing a minimum of five hours of direct care to a dependent elder in the home setting. Reliability and validity of the instruments used to evaluate the theoretical concepts were assessed by Cronbach's alpha, factor analysis and predictive model testing. Multiple regression statistics were used to evaluate the theory and residual analysis was used to assess violations of statistical and causal modeling assumptions. The findings supported two of the predicted relationships: Seriousness of Illness had a direct and positive relationship with Caregiver Overload (B =.60, R² =.35) and Learning State had a direct and positive influence on Acceptance of the Maintenance Role (B =.36, R² =.18). As the disabilities of the dependent elder became more acute, the caregivers' feelings of being overloaded with the burden of the caregiving responsibilities increased. However, when the caregivers had a positive perception of their abilities to implement prescribed health care instruction as well as felt positively about their caregiving role (Learning State), they spent a greater amount of time giving direct care to the dependent elder (Acceptance of Maintenance Role). Identification of learning needs as they relate to the caregivers' ability to understand and implement health care instruction as well as feel positively about their role, can assist nurses in developing appropriate teaching interventions. The expected outcome of these interventions is direct care provided by the caregiver to the dependent elder.
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Wang, Chaoping Violet. "Parenting styles and parents' attitudes toward learning and performance in their children." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3048.

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The study attempted to show that parenting styles are directly related to parents' goals with respect to their children's education. Parents' goals, and the behaviors they motivate, were assumed to be a mechanism accounting for well-established effects of parenting style on children's school achievement. The sample consisted of 223 undergraduate college mothers enrolled in psychology courses. The results indicated that parents' use of an authoritative style was positively related to their adoption of learning goals with respect to their child, as evident, for example, in their use of a process focus and indirect homework assistance strategies. Moreover, mothers' use of an authoritarian style was positively related to their adoption of performance goals, as evident in their use of a product focus. Results are discussed in terms of goal theory and the limitations of self-report methods.
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Yu, Wing-chi, and 喻詠芝. "The effects of training context on the learning of a relaxed phonationtask." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B42182396.

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4

Guck, Adam. "The Impact of Observational Learning on Physical Activity Appraisal and Exertion Following Experimental Back Injury and the Role of Pain-Related Fear." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011777/.

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Chronic low back pain (CLBP) is one of the most prevalent and disabling health conditions in the US and worldwide. Biomedical explanations of acute injury fail to account for why some individuals experience remission of pain and restoration of physical function while others do not. Pain-related fear, accompanied by elevated appraisals of physical exertion and avoidance of physical activity, has emerged as a central psychosocial risk factor for transition from acute injury to chronic pain and disability. Research has indicated that these pain-related factors may be maintained through observational learning mechanisms. To date, no studies have experimentally examined the role of observational learning and pain-related fear in the context of actual musculoskeletal injury. Accordingly, the present study examined the impact of observational learning and pain-related fear on activity appraisals and exertion following experimentally- induced acute low back injury. Healthy participants' appraisal of standardized movement tasks along with measures of physical exertion were collected prior to and following a procedure designed to induce delayed onset muscle soreness (DOMS) to the lower back. Following induction of DOMS, participants observed a video prime depicting CLBP patients exhibiting either high or low pain behavior during similar standardized movements. In line with hypothesized effects, participants assigned to the high pain behavior prime demonstrated greater elevation in pain and harm appraisals as well as greater decrement in physical exertion. Further in line with hypotheses, significant changes in appraisal and physical performance following the high pain behavior prime were only observed among participants endorsing high pain-related fear during baseline assessment. Discussion of findings addresses potential mechanisms of action as well as study limitations and direction for future research.
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D'Amato, Rik Carl. "Subtyping children's learning disabilities with neuropsychological, intellectual and achievement measures." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/536293.

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The present study was an effort to empirically subtype children's learning disabilities. A review of the literature was presented with a focus on current and historical subtypingattempts. A cluster analysis was performed on 1144 school-age learning disabled children who had completed extensive neuropsychologica1, intellectual, and achievement measures. Four interpretable clusters emerged which were seen as (1) Verbal-Sequential-Arithmetic Deficits, (2) Motor Speed and Cognitive Flexibility Deficits, (3) Mixed Language/Perceptual Deficits, and a (4) No Deficit Subtype. Not only did these clusters indicate unique profiles for each subtype across the sample, but developmental differences were also apparent between all four clusters. The current investigation suggested the utility of an empirical-neuropsychological approach to subtyping children's learning disabilities, while also portraying the importance of neurodevelopnental considerations of subtypes. Future directions in research were discussed.
Department of Educational Psychology
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Jarvandi, Soghra. "Learning processes in food intake." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=111915.

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Learning processes play a major role in controlling intake of food. Through repeated experiences an animal acquires the ability to predict the postingestive effects of a particular food (i.e., of its nutrients and energy) from its sensory characteristics. What is unclear from the literature, however, is whether an animal can anticipate the duration of subsequent food deprivation from predictive sensory qualities of a food, and hence increase the amount eaten of that cueing food. Therefore, the aim of this work was to investigate the characteristics of this under-researched type of learning, i.e., anticipatory eating, using laboratory rats trained on two lengths of fasting (short: 2-3 h, long: 8-10 h). The main findings were as follows. 1) Anticipatory eating is learnt when a choice is given between protein- and carbohydrate-rich foods as well as on a single balanced test food. 2) The learnt extra intake of food is instrumental to preventing the return of hunger, removal of which negative reinforcement extinguishes the response. 3) The resulting return of hunger induces re-learning of anticipatory eating. 4) During the training sessions, learning of anticipatory eating competes with classical conditioning of sensory preference. Conditioning of preference is likely to be stronger with the shorter than with the longer length of fasting. Therefore, the difference between intakes before the long and the short fast at each trial is the summed result of these two mechanisms of acquired increase in intake. While preference conditioning usually reaches a maximum rapidly, depletion-avoidance increases for as long as has been tested, with interruptions of rapid self-extinction and re-learning, This self-extinction contributes to the homeostatic character of this learning. 5) High-fat maintenance diet attenuates the learning of anticipatory eating. Overall, the findings provided robust evidence that eating in rats can be controlled by instrumental learning reinforced by hunger. Accordingly, the design of an experiment on such instrumental control of eating in human subjects is proposed to conclude this thesis.
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7

Ghani, Sazelli Abdul. "A study of student teachers' performance and psychological characteristics in learning introductory statistics." Thesis, University of Glasgow, 2004. http://theses.gla.ac.uk/2848/.

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The research study for this thesis was carried out in three stages. In the first stage, factors that might affect the learning of introductory statistics for student teachers were investigated. The factors were attitudes related to learning statistics, and the effects of the limitation of the student teachers’ psychological characteristics (namely, perceptual fields or the degree of field dependency and working memory space). In addition to these factors, student teachers’ performances in a test to identify misconceptions in basic descriptive statistics concepts and probability and also in their final statistics examination were scrutinised. The results from the first stage indicated that student teaches generally had positive attitudes toward learning statistics but not toward the introductory statistics course which was described as dull or uninspiring and too mathematical. The student teachers appeared not to cope with the task of taking down the lecture notes and simultaneously trying to understand the statistical concepts to be learned. Student teachers’ performance in the statistics examination revealed a significant correlation with their working memory although not with their degree of field dependency. From the test, misconceptions about certain concepts in basic descriptive statistics and probability were identified. These correlations may reflect the nature of the test materials as much as the nature of statistics. Based on the findings from the first stage, interactive statistics learning materials employing the cooperative learning method were developed in the second stage and given to an experimental group of student teachers from five teacher training colleges. Another group of student teachers (called the comparison group) from the same colleges were taught the same materials but through the traditional lecture method. A post-questionnaire and a test based on the materials learned were given to both groups after the completion of the second stage study. The degree of field dependency for the student teacher in both groups was also measured. Results from the post-questionnaire revealed that the experimental group overwhelmingly favoured the learning units that were based on the interactive and cooperative learning while the comparison group regarded the lecture method as being dull and uninspiring. It also appeared that learning statistics based on the cooperative learning method was more favoured by the male student teachers, the Non-Mathematics Education group and the field dependent student teachers. Perhaps, not surprisingly, the experimental group performed better than the comparison group in the test based on the learning materials. In the third stage, opinions were sought from the student teachers in their final semester of study, concerning their readiness to teach statistics in school. They also sat a multiple-choice test about basic concepts in descriptive statistics and probability. In addition, the working memory capacity and the degree of field dependency of the student teachers were also measured. The findings revealed that a majority of the student teacher did not have confidence in teaching statistics. This probably stemmed from the difficulty in understanding certain statistical concepts and perhaps the statistic courses that they had attended did not provide them with a good training. The findings from the test also revealed that misconceptions in some statistical concepts still persisted and that the student teachers appeared to have forgotten some, if not all, statistical subject matter that they had previously learned in the statistics lectures. Generally, these findings indicated the weaknesses of the traditional format of teaching introductory statistics course through the lecture method.
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Reves, Ian P. "New assemblies for learning : flexible construction systems aimed at new concepts of learning environments." Thesis, Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/39616.

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The design and construction of American public high schools are forcibly influenced by ultra-cost effective techniques demanding simplicity in construction and durability of material. The inflexibility and banality of the architecture this paradigm typically delivers begs for exploration of the feasibility of innovative construction technologies. Technologies that influence both form and technique such as prefabrication of modular elements, utilization of CAD/CAM techniques to mill customized parts and pliable materials (i.e. plastics) crafted to achieve dynamic forms. More engaging, flexible learning environments could be realized that significantly increase the performance of the architecture, both formally and ecologically, as well as ennobling students.
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Leung, Shui-ho, and 梁瑞好. "Relationships between perceived learning environment and participationmotivation of senior secondary school girls in physical activities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959593.

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Cheng, Mei Ling Tina. "An analysis of social & psychological factors in learning English as a second language in Hong Kong." HKBU Institutional Repository, 1998. http://repository.hkbu.edu.hk/etd_ra/98.

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11

Pavlas, Davin. "A model of flow and play in game-based learning the impact of game characteristics, player traits, and player states." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4513.

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In this dissertation, the relationship between flow state, serious games, and learning was examined. Serious games, which are games that convey something other than enjoyment (e.g., learning), are increasingly popular platforms for research, training, and advertisement. The elements that make serious games useful to researchers, trainers, and practitioners are closely linked to those that make up the positive psychology construct of flow state. Flow state describes an optimum experience that is encountered when a variety of factors are met, and is characterized by high focus, engagement, motivation, and immersion. While flow state is often discussed in the serious games literature, in-depth empirical examinations of flow state remain elusive. In this dissertation I addressed this need by conducting a thorough literature review of flow, serious games, and game-based learning in order to propose a new model of flow in games. Two studies were conducted in support of this model. The first experiment consisted of the creation and validation of a play experience scale. Based on the data from 203 Study 1 participants, the Play Experience Scale was validated for use with video games. The 14-item version of the Play Experience Scale was composed of the components of freedom, lack of extrinsic motivation, autotelic experience, and direct assessment of play. The scale was reliable, with a calculated alpha of .86. In the second study, the newly developed scale was used alongside an immune system serious game to examine the impact of play, in-game performance, and emotional experience on flow in games. In an effort to provide a more symmetrical version of the scale, two items were added to the scale, resulting in a 16-item revision. Based on the empirical results obtained from Study 2's 77 participants, the proposed model of flow in games was revised slightly.; Though Study 2 only examined a subset of the overall model of flow in games, the evidence suggested the model was a good theoretical match. Further, the two added items of the Play Experience Scale were valid, providing a final 16-item version of the scale. Play and in-game performance were key predictors of game-based learning. Additionally, play, video game self-efficacy, and emotional experience exhibited a reciprocal relationship with flow state. Implications for serious game development, scientific research into games and learning, and industry testing of game playability were provided. Following these implications, conclusions were presented alongside suggestions for further research.
ID: 029051055; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2010.; Includes bibliographical references (p. 163-184).
Ph.D.
Doctorate
Department of Psychology
Sciences
Applied Experimental and Human Factors
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SPENCER, ROBERT LEON. "TOLERANCE DEVELOPMENT TO THE EFFECTS OF ETHANOL: ROLE OF BEHAVIORAL THERMOREGULATORY RESPONSES (BODY TEMPERATURE, CLASSICAL CONDITIONING, OPERANT LEARNING)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183874.

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The mechanisms which account for the diminished responsiveness (tolerance) of an individual to a drug, as a result of prior exposure to that drug, are not yet fully understood. Recently, it has been suggested that drug tolerance is a learned adaptive response. This possibility was examined by studying the effect of ethanol on body temperature and behavioral thermoregulatory responses of Sprague-Dawley rats. Two major studies were conducted. The first study examined the initial dose-related effects of ethanol (1, 2, or 3 g/kg i.p.); the second study examined the effect of ethanol (2.5 g/kg i.p.) administered on 14 consecutive days. Rats were tested in a thermocline, a hollo plexiglass tube in which a linear temperature gradient (6-36°C) was established through local heating and cooling of opposite ends of the tube. The position of rats in the thermocline was detected by a series of infrared light emitting diodes and photocells. The body temperature of rats in the thermocline was transmitted by a temperature sensitive telemetry capsule surgically placed in the peritoneal cavity. Validation studies demonstrated that rats reliably responded to temperature cues within the thermocline. In the first experiment ethanol produced a dose-related decrease in body temperature. All rats following injection initially selected an ambient temperature cooler than baseline. Rats receiving control treatment or the high dose of ethanol eventually shifted to a warmer ambient temperature. Activity levels were depressed equally by all three doses of ethanol. In the second experiment tolerance developed to the hypothermic effect of ethanol. A diminished response to ethanol was evident by the second test day and was maximal by day 7. Ethanol treated rats selected a cooler ambient temperature than control rats throughout the 14 day period, and activity levels continued to be depressed by ethanol throughout the 14 days. On the fifteenth day all rats were given an injection of saline. Rats which had previously received daily ethanol injections exhibited a hyperthermic response to saline compared to control rats. These results suggest that ethanol altered the central control of thermoregulation by lowering and possibly broadening the thermoregulatory set point. There was evidence for a conditioned hyperthermic response, but not a learned behavioral response, which contributed to the tolerance development.
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To, Wing-hei, and 杜穎禧. "Does Chinese analogy chunk with culturally relevant rules?: development and validation of new Chineserules." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B45013949.

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Sperlich, Juntana Ginda. "Designing a brain-based learning environment." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3216.

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The purpose of this project was to develop a teacher friendly guide that would help teachers not only apply brain-based strategies in the classroom, but also to see results from transforming their classrooms into brain-based learning environments.
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Ruggill, Jane Sanders 1943. "Learning and behavioral outcome of coccidioidal meningitis in children." Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/277010.

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Coccidioidomycosis is a fungal infection endemic to the southwestern United States. Hematogenous dissemination of the etiologic agent produces a chronic basilar meningitis in a small percentage of children. While new and aggressive therapy has decreased mortality, children with coccidioidal meningitis (CM) continue to suffer significant morbidity. A comprehensive investigation of intellectual, achievement, and behavioral outcomes in a series of 9 children who were diagnosed and treated for CM at the Arizona Health Sciences Center between 1977 and 1988 was conducted. Nearest-age siblings were also evaluated. Findings revealed compromised cognitive abilities and an increased incidence of academic and behavioral difficulties in the patient group as compared to normative expectations and the performance of siblings. Results support the need for timely educational interventions to assist such patients in maximizing their potential in the academic environment.
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Shaw, Muriel Edith. "A model for transformative learning : the promotion of successful aging." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0015/NQ46422.pdf.

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Foster, Ryan D. "Effects of a Near-Death Experience Learning Module on Grief." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30455/.

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The researcher examined the effectiveness of a near-death experience (NDE) learning module on reducing distressing aspects and enhancing a growth aspect of grief among bereaved adults. Participants were 22 females and 2 males; 2 identified as African American, 3 as Asian, 2 as Latina/o, and 17 as White; aged 20 to 71 years with mean age 35.3 years. In this experimental design, the researcher randomly assigned 12 participants to the experimental group and 12 participants to the waitlist no treatment control group. Participants in the experimental group received the NDE learning module intervention, which consisted of 3 sessions over consecutive weeks. Six research questions were explored. A two-factor repeated measures analysis of variance was performed on five dependent variables to determine if the two groups performed differently across time according to the pretest and posttest results of the Despair, Panic Behavior, Personal Growth, Detachment, and Disorganization subscales of the Hogan Grief Reaction Checklist (HGRC). A one-way analysis of covariance was performed on one dependent variable to determine if the groups were statistically different according to the posttest results of the Blame and Anger subscale of the HGRC. Additionally, univariate eta squared was hand calculated to determine practical significance. Findings indicated that bereaved adults who participated in the NDE learning module showed small effect size for interaction on Panic Behavior (η2 = .05) and Personal Growth (η2 = .05), large effect size for interaction on Detachment (η2 = .15), large effect size for treatment type on Blame and Anger (η2 = .15), and negligible effect size for interaction on Despair (η2 < .01) and Disorganization (η2 < .01). Although no statistically significant results were found for any of the dependent variables (p > .05), effect size findings indicated modest to substantial benefits of the NDE learning module intervention for bereaved adults in the form of decreased panic behavior, blame and anger, and detachment, and increased personal growth. Implications for further research beyond this initial investigation are discussed.
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Jensen, Bradley K. (Bradley Kevin). "An Investigation of the Value of Color in Hard Copy Output." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc332657/.

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The objectives of this research were to: (1) augment existing research regarding the impact of information retention resulting from the application of redundant color codes; and (2) determine whether the application of color in hard-copy documents has a positive influence in business reports by non-color deficient subjects. This research was an extension of work done by Lamberski and Dwyer (1983) and Moore and Dwyer (1991). Both studies were hard copy based and focused on the impact of information retention resulting from the application of redundant color codes.
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Shai, Yee-man, and 佘綺雯. "Effects of computer presentation formats on learning among elderly andyounger adults: the role of cognitiveabilities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B35804440.

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Yim, Wai Yee. "Learning anxiety over learning effects : a case in Hong Kong." HKBU Institutional Repository, 1999. http://repository.hkbu.edu.hk/etd_ra/395.

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Hatanaka, Janet Daly. "From death to life : the process of learning to live with the knowledge that death is real." Thesis, University of Wales Trinity Saint David, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683336.

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Tati, Nomasango. "An exploratory study of the experiences of Black lesbian students in an institution of higher learning in the Western Cape-South Africa." Thesis, University of the Western Cape, 2009. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5503_1318845899.

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This study aims at exposing and challenging the effects of heterosexist assumptions that are prevalent in institutions of higher learning. It (study) further seeks to highlight and address the gaps that exist within the academic literature in South Africa with regards to homosexuality. Five students from an institution of higher learning in the Western Cape Province of South Africa with predominantly Black Students were used for this study. All the participants were Black students aged between 19 and 25 years who openly identify themselves as lesbians. Their participation was voluntary. A narrative approach was utilised as an attempt to afford the participants an opportunity to narrate their histories and personal experiences. This is a qualitative research approach which deals with personal stories that are told to describe human action and make sense of events that surround an individual. It involves getting a story from an individual who is identified as having some knowledge or experience with the topic of study. In an attempt to gain a better understanding and an insightful perspective into the personal narratives that were shared by the participants of this study, all their experiences will be put under the control of the thematic analysis.
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Fagge, Megan. "Variable learning environments." Thesis, Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/39595.

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Research shows the environment affects the user both psychologically and physiologically. Teachers often alter their classrooms in order to effect these changes, for instance, by adding elements for warmth, offsetting harsh lighting, or using found objects to mark and divide space. Research and observed use communicate a need for a planned variety of spaces in function and in character. The project is a redesign of Therrell High School in southwest Atlanta seeking to complement the new movement to small learning communities, which embeds programmatic variety in the public school system. Therrell is divided into three small thematically described academies, which effectively function as three separate high schools: the School of Science, Technology, Engineering, and Math; the School of Health Sciences and Research; the School of Law, Government, and Public Policy. The design focuses on the necessary variability of spaces inherent in small learning communities. These spaces seek to address the varied instructional strategies that accompany the thematic endeavors of each school and introduce variety in architectural character, thus accommodating variable needs and desires of students. The focus of the project is on the student and the nature of space that fosters positive experiences as well as positive learning outcomes.
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Godinet, Nancy Kathryn. "Special education labeling relationships with learning disabled student self-concept." PDXScholar, 1985. https://pdxscholar.library.pdx.edu/open_access_etds/792.

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The intent of this research was to explore special education labeling interactions with measured student self-concept on the Piers-Harris Self-Concept Scale. An extensive literature review revealed that there are eight major variables which have been found to exert an influence upon student self-concept: achievement, age, sex, socioeconomic status, ethnic origin, place in family, significant others, and special class placement. This study was designed to examine these major self-concept variables and control for any significant variations between groups of learning disabled (LD) labeled students and nonlabeled regular students with equivalent math and reading achievement. Collection of data for use in this research occurred on two levels. Parents and subjects completed consent and demographic information sheets. The demographic information sheets provided information to assist in controlling for external variables, which research has shown to impact self-concept, as well as for probing parental perceptions of subject association with and internalization of handicapping condition labels. Once parents and subjects consented to participate in the study, subjects from both groups were administered the Piers-Harris Self-Concept Scale. Subjects also completed a researcher-developed Student Information Sheet (SIS). From a total of 127 subjects who were randomly selected, 44 subjects and their families elected to participate in this research. The final study sample included 18 LD subjects and 26 regular classroom students. Data were gathered and analyzed to determine how much explained variance could be attributed to LD labeled students as compared to regular nonlabeled students. Through examination of seven from the eight major variables (the achievement variable had already been controlled for via stratified random sampling), this study found significant (p < .05) variations between groups for age (p = .0034) and placement (p = .000). Group variations approached significance on sex (p = .074). Findings indicated that LD labeled students had lower global self-concept scores on the Piers-Harris Self-Concept Scale than the regular education students (t-test p = .079, ANOVA p = .051). These approaching significant variations on global self-concept scores might be attributed to four independent or interacting external variables: age, placement, sex, or labeling influences.
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Mead, Sherry E. "Effects of action versus concept training and age on learning and retention of complex skill." Thesis, Georgia Institute of Technology, 1997. http://hdl.handle.net/1853/30985.

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Neer, Sylvia. "The relationship between curiosity and academic achievement among black and white junior high school science pupils in Cape Town." Master's thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/15994.

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Bibliography: pages 80-84.
In this investigation an ex-post facto research method was used to gather the curiosity scores and academic science achievement results of approximately 200 pupils in one black and two predominantly white schools in Cape Town suburbs. Curiosity scores were also obtained for 150 pupils from five other high schools who submitted projects for the annual Young Scientists Exhibition (EXPO) in June 1988. The data was collected by means of two instruments devised and validated by Maw & Maw (1964) and by author-designed tests of curiosity, after refinement using a pilot study. The scores were analysed by means of t-tests, X2- (chi-square) tests and correlations. It was found that: 1) No significant differences existed samples of black and white junior between the high school science pupils on measures of curiosity. 2) No overall significant difference was found between high achieving and low achieving science pupils on the curiosity tests given to both the standard 6 and standard 7 pupils in the three chosen schools. 3) A highly significant difference on measures of curiosity was found between the group of Expo pupils (voluntary young scientists), and the ordinary groups of science pupils from the three different schools. 4) Significant correlations were found between the science pupils' inherent curiosity levels and their achievement in general science in several instances.
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Egan, Mark. "Childhood psychological predictors of unemployment : evidence from four cohort studies." Thesis, University of Stirling, 2016. http://hdl.handle.net/1893/24875.

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Recent research in economics and psychology has examined the childhood noncognitive skills which predict future economic success. However, there has been relatively little research on whether these skills predict future unemployment. This thesis uses data from four cohort studies (total N = 47,328) from Great Britain and the United States to examine how lifetime trajectories of unemployment are affected by childhood differences in self-control (chapter 3), conscientiousness (4), and mental health (5-6). These are some of the first studies to examine how pre-labor market measures of these psychological characteristics prospectively predict future unemployment. Chapters 3, 5 and 6 are the first studies to examine how early psychological characteristics interact with recessions to produce differential unemployment outcomes. After adjusting for cognitive ability and key sociodemographic indicators (e.g. gender, SES), all three of these psychological characteristics are found to predict future unemployment. The effects are statistically significant and economically meaningful, comparable in magnitude to the effects of intelligence. Chapter 3 shows that childhood with poor self-control were disproportionately more likely than their more self-controlled peers to become unemployed during the 1980s UK recession, and chapters 5 and 6 find a similar effect for children with high psychological distress compared to their less distressed peers during the 1980s UK recession and 2007 US recession. These studies demonstrate the value of using psychological research to examine economic outcomes. The chief policy implication is that interventions which improve childhood levels of self-control, conscientiousness and mental health may be an effective way to reduce future population unemployment levels. In the short term, remediation programs which take into account individual psychological differences may improve the efficacy of unemployment interventions, particularly during recessions when certain groups are more likely than others to become unemployed.
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Haarala, Cheri. "Investigation of possible similarities/differences between learning disabled and non-learning disabled upper elementary children's perception of friends and friendship." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/241.

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Cheung, Mei Fung Meily. "The role of video game in the cultivation of literacy : a medium perspective." HKBU Institutional Repository, 2009. http://repository.hkbu.edu.hk/etd_ra/1053.

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Chen, Ti Wei. "Role and efficacy of verbal imagery in the teaching of singing : case study and computer vocal analysis." HKBU Institutional Repository, 2006. http://repository.hkbu.edu.hk/etd_ra/716.

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31

Gabriel, Florence. "Mental representations of fractions: development, stable state, learning difficulties and intervention." Doctoral thesis, Universite Libre de Bruxelles, 2011. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209933.

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Fractions are very hard to learn. As the joke goes, “Three out of two people have trouble with fractions”. Yet the invention of a notation for fractions is very ancient, dating back to Babylonians and Egyptians. Moreover, it is thought that ratio representation is innate. And obviously, fractions are part of our everyday life. We read them in recipes, we need them to estimate distances on maps or rebates in shops. In addition, fractions play a key role in science and mathematics, in probabilities, proportions and algebraic reasoning. Then why is it so hard for pupils to understand and use them? What is so special about fractions? As in other areas of numerical cognition, a fast-developing field in cognitive science, we tackled this paradox through a multi-pronged approach, investigating both adults and children.

Based on some recent research questions and intense debates in the literature, a first behavioural study examined the mental representations of the magnitude of fractions in educated adults. Behavioural observations from adults can indeed provide a first clue to explain the paradox raised by fractions. Contrary perhaps to most educated adults’ intuition, finding the value of a given fraction is not an easy operation. Fractions are complex symbols, and there is an on-going debate in the literature about how their magnitude (i.e. value) is processed. In a first study, we asked adult volunteers to decide as quickly as possible whether two fractions represent the same magnitude or not. Equivalent fractions (e.g. 1/4 and 2/8) were identified as representing the same number only about half of the time. In another experiment, adults were also asked to decide which of two fractions was larger. This paradigm offered different results, suggesting that participants relied on both the global magnitude of the fraction and the magnitude of the components. Our results showed that fraction processing depends on experimental conditions. Adults appear to use the global magnitude only in restricted circumstances, mostly with easy and familiar fractions.

In another study, we investigated the development of the mental representations of the magnitude of fractions. Previous studies in adults showed that fraction processing can be either based on the magnitude of the numerators and denominators or based on the global magnitude of fractions and the magnitude of their components. The type of processing depends on experimental conditions. In this experiment, 5th, 6th, 7th-graders, and adults were tested with two paradigms. First, they performed a same/different task. Second, they carried out a numerical comparison task in which they had to decide which of two fractions was larger. Results showed that 5th-graders do not rely on the representations of the global magnitude of fractions in the Numerical Comparison task, but those representations develop from grade 6 until grade 7. In the Same/Different task, participants only relied on componential strategies. From grade 6 on, pupils apply the same heuristics as adults in fraction magnitude comparison tasks. Moreover, we have shown that correlations between global distance effect and children’s general fraction achievement were significant.

Fractions are well known to represent a stumbling block for primary school children. In a third study, we tried to identify the difficulties encountered by primary school pupils. We observed that most 4th and 5th-graders had only a very limited notion of the meaning of fractions, basically referring to pieces of cakes or pizzas. The fraction as a notation for numbers appeared particularly hard to grasp.

Building upon these results, we designed an intervention programme. The intervention “From Pies to Numbers” aimed at improving children’s understanding of fractions as numbers. The intervention was based on various games in which children had to estimate, compare, and combine fractions represented either symbolically or as figures. 20 game sessions distributed over 3 months led to 15-20% improvement in tests assessing children's capacity to estimate and compare fractions; conversely, children in the control group who received traditional lessons improved more in procedural skills such as simplification of fractions and arithmetic operations with fractions. Thus, a short classroom intervention inducing children to play with fractions improved their conceptual understanding.

The results are discussed in light of recent research on the mental representation of the magnitude of fractions and educational theories. The importance of multidisciplinary approaches in psychology and education was also discussed.

In sum, by combining behavioural experiments in adults and children, and intervention studies, we hoped to have improved the understanding how the brain processes mathematical symbols, while helping teachers get a better grasp of pupils’ difficulties and develop classroom activities that suit the needs of learners.


Doctorat en Sciences Psychologiques et de l'éducation
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Dercksen, Sarita. "'n Ondersoek na die verband tussen die Groot Vyf-persoonlikheidsfaktore en opleidingsprestasie by volwasse basiese opvoeding en opleiding leerders." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53524.

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Thesis (MA)--University of Stellenbosch, 2003.
ENGLISH ABSTRACT: The aim of this study was to investigate the nature of the relationship between the Big Five personality factors and practical and theoretical training performance in adult Basic education and training (ABET). The existing literature on the subject was surveyed; this is followed by a report on the results of the empirical investigation. The experimental group consisted of 82 learners who followed an ABET level-4 course. Personality was determined by means of the Five-Factor Non-Verbal Personality Questionnaire (FF-NPQ), while cognitive skills were measured with Raven's Standard Progressive Matrix. By using the Pearson product moment correlation coefficient, multiple regression analysis and factor analysis, it was established that, apart from IQ, there was a significant positive correlation between agreeableness and practical training performance. Although there was also a significant, but small, positive correlation between neuroticism and practical training performance, the influence of the former factor on practical training performance could not be confirmed by a regression analysis. Only IQ and to a lesser extent neuroticism, conscientiousness and extroversion showed a relation with theoretical training performance. Once again, the influence of the latter three factors on theoretical training performance could not be confirmed by a regression analysis. The conclusion is thus drawn in this study that only IQ has a significant influence on theoretical training performance. Results also indicate that characteristics such as trust, helpful behaviour and co-operative behaviour, which indicate agreeableness, help to promote receptiveness in training in practical work, especially with respect to skills training. It appears that the role of personality factors with respect to training performance depends on: a) the nature of the training programme being followed, b) the degree of difficulty of the training programme, and c) the work or task objectives for which the training is being undertaken. The conclusion was drawn that the findings of studies on the relationship between training performance and personality should be interpreted with circumspection and that a great deal of research is required in this area.
AFRIKAANSE OPSOMMING: Die doel van die studie was om ondersoek in te stel na die aard van die verband tussen die Groot Vyf-persoonlikheidsfaktore en praktiese en teoretiese opleidingsprestasie by volwasse basiese opvoeding en opleiding-leerders. 'n Oorsig van die bestaande literatuur oor die onderwerp is gelewer, gevolg deur die rapportering van die resultate van die empiriese ondersoek. Die eksperimentele groep het bestaan uit 82 leerders wat 'n VBOO-vlak 4 kursus gevolg het. Persoonlikheid is deur middel van die Vyf Faktor - Nieverbale-Persoonlikheidsvraelys (FF-NPQ) bepaal en kognitiewe vaardighede is met behulp van Raven se Standaard-Progressiewe Matriks gemeet. Met behulp van die Pearson-produkmoment-korrelasiekoëffisiënt, meervoudige regressieontleding asook faktor-ontleding, is vasgestel dat, benewens IK, daar ook 'n beduidend positiewe verband tussen welgevalligheid en praktiese opleidingsprestasie voorgekom het. Hoewel 'n beduidende, maar klein, positiewe korrelasie ook tussen neorotisisme en praktiese opleidingsprestasie voorgekom het, kon die invloed van die laasgenoemde faktor op praktiese opleidingsprestasie nie deur die regressieontleding ondersteun word nie. Slegs IK en tot 'n mindere mate neorotisisme, konsensieusheid en ekstroversie het 'n verband met teoretiese opleidingsprestasie getoon. Weereens kon die invloed van laasgenoemde drie faktore op teoretiese opleidingsprestasie nie bevestig word deur die regressieontleding nie. Ten opsigte van die huidige ondersoek, word die gevolgrekking dus gemaak dat slegs IK 'n beduidende invloed op teoretiese opleidingsprestasie het. Resultate dui daarop dat eienskappe soos vertroue, hulpverlende gedrag en samewerkende gedrag, wat dui op welgevalligheid, bevorderlik is vir opleiding in praktiese verband veral ten opsigte van vaardigheidsopleiding. Dit blyk ook asof die rol van persoonlikheidsfaktore ten opsigte van opleidingsprestasie, afhang van die a) aard van die opleidingsprogram wat gevolg word, b) die moeilikheidsgraad van die opleidingsprogram, asook c) vir watter werks- oftaakdoeleindes die opleiding plaasgevind het. Daar word tot die gevolgtrekking gekom dat die bevindinge van studies rakende die verband tussen opleidingsprestasie en persoonlikheid met omsigtigheid geïnterpreteer moet word en dat heelwat navorsing op hierdie gebied nodig is.
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Cushman, Mary Ellen. "Reading, writing, and metacognition: Theoretical connections and teaching methods." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/458.

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Relationships between reading and writing -- Formation of a thought-world that is a cluster of ideas and associations related to a literacy event -- Establishment of a progression of interrelated ideas from the thought-world -- Creation of intersentence cohesion by filling of gaps.
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Hulecki, Mary Beth. "The relationship between increased physical fitness and learning disabled children's self-concept, anxiety, and academic achievement." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/558374.

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The purpose of the study was to determine the relationship between increased physical fitness and learning disabled student's self-concept, anxiety level. and academic achievement. 34 learning disabled students in seventh arr. eighth grade (X age = 14 years, 7 months) were divided equally into comparison and treatment groups. For six weeks, the comparison and treatment groups maintained similiar class schedules with the exception that the treatment group was assigned to a physical education class where the students would partake in an aerobic exercise program (i.e. running and aerobics) and the comparison group remained in study hall. All 34 LD students were pretested and posttested using the 12 Minute Walk/Run Test. Piers-Harris Self- Concept Scale for_ Children, Revised Children's Manifest Anxiety Scale, and Wide Ranae Achievement Test-Revised.Four null hypotheses were tested using multivariate any, univariate analysis. The .05 level of significance was Mary Beth Hulecki Ed.D Ball State University, 1988 established as the critical probability level for the non acceptance of the statistical hypotheses.FindingsResults of multivariate analyses indicate: that no significant differences existed between the comparison and treatment groups on measures of IQ. self-concept. and anxiety. Results of multivariate analyses of pre-and posttest measures of the independent variable under study indicated that no significant differences existed between the comparison and treatment groups on measures of IQ. self-concept.and anxiety. Results of univariate analyses found no significant differences between the treatment and comparison groups after the physical fitness program on the independent measures of self-concept and anxiety level. Significant differences (p < .05) between the treatment and comparison groups were noted after intervention on measures of achievement and fitness. These results were observe: to be significant in the area of reading (p <.001).ConclusionsThe results of this study did not support theories that Suggested an increase in physical fitness Produced higher Self-concepts and decreased the anxiety level of learning disabled children. Although the LD students significantly raised their achievement scores, their anxiety level did not lessen and their self-concept scores were no higher after the running program. Several possible explanations are offered for consideration:1. Although achievement scores were higher after Intervention, they were still 2 or more standard deviations below the mean. These LD students were still functioning like mildly mentally handicapped students and were still far below the functioning level of their normal achieving peers. 2. As cited by other authors, LD students often try to portray themselves in a better light and do not accurately report their feelings.3. Underachievers were thought to respond unreliably on measures of self-concept.
Department of Special Education
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Catino, Robert J. "Relationship Between Flow Experience, Flow Dimensions, and the Equivalence of Challenges and Skills in the Web-Based Training Environment." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2582/.

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This study applied components of Csikszentmhalyi’s flow theory to the Web-based Training (WBT) environment. Specifically considered were how the equivalence of a learner’s perceived challenges and skills for an activity can effectively predict the emergence of flow in the WBT environment. Also considered was the ability of flow dimensions — defined in flow theory — to predict and model the occurrence of flow during WBT activities. Over a period of about one hour, students (n=43) from a southwestern US university engaged in WBT learning activities pertaining to on-line coursework or self-study. A special Web-based software installed on the students’ computers sporadically reminded them to complete a series of on-line questionnaires which collected data on their flow experience, learning activities, and flow dimensions. The data collection method employed by this study is effectively an electronic, Web-enabled version of, and functionally equivalent to, the Experience Sampling Method (ESM) used in other flow studies. This study employed questionnaires used in prior flow studies to collect data regarding respondents’ flow experiences and flow dimensions, and developed an on-line instrument to collect data on students’ learning experiences based on instructional events found in computer-based lessons from Gagné. Significant findings (p<.05) from this study suggest that, in the WBT environment studied, as the relative level of challenge and skill of a learning activity increases, so does the level of flow experienced by the individual. This study also found that flow dimensions are good predictors of flow experience. The results of this study should have important implications for WBT users and instructional designers. Since flow is a positive experience that most individuals wish to repeat, understanding how to facilitate the occurrence of flow, from both the WBT user’s and instructional designer’s perspective, is likely to be beneficial to the rapidly emerging field of WBT.
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MCDONALD, JUNE CLARKSON. "THE APPLICATION OF EDWIN GORDON'S EMPIRICAL MODEL OF LEARNING SEQUENCE TO TEACHING THE RECORDER." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184116.

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A study was conducted with third-grade children in a university laboratory school to determine the relative effectiveness of a method for teaching recorder in which the sequential objectives are logically ordered by Edwin Gordon's empirical model of learning sequence and a traditional method which stresses note reading. The criteria used for comparison were change in the level of developmental music aptitude and performance achievement on the recorder. A review of the literature supported Edwin Gordon's theory of developmental music aptitude which proposes that until about age nine, environmental factors can affect the level of music aptitude, and, at about age nine, music aptitude stabilizes. The review of the literature also supported the use of singing activities with instrumental instruction, and the application of verbal association systems to tonal and rhythmic patterns as pedagogical techniques. Treatment for the control group involved a teaching-learning procedure in which individual fingerings, pitches, and rhythm symbols were presented in isolation and assembled in playing songs from notation. The method used with the experimental group involved a teaching-learning sequence in which children first learned to sing the song by rote. In learning to play the song on the recorder, each melodic and rhythmic pattern was isolated and initially sung or chanted. A verbal association system was then associated with the tonal and rhythmic pattern. The notation representing the pattern was introduced after extensive aural and verbal association experience, and after learning several songs. Primary sources of data included: pretest/posttest using Gordon's PMMA to measure developmental music aptitude change, and a rating scale test to measure recorder performance achievement. Results of the PMMA supported the alternative hypotheses that the experimental group had significantly higher mean composite and rhythmic increases than the control group. The mean increase in the tonal scores was greater for the experimental group, but not significantly higher at the .05 level. Results of the investigator-designed performance achievement tests supported the alternative hypotheses that the experimental method of teaching recorder was more effective in all dimensions--melodic, rhythmic, executive skills, and composite--than the traditional method.
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Norris, Maxwell R. "An analysis of coaching dimensions and their impact on athlete motivation and affective learning." CardinalScholar 1.0, 2010. http://liblink.bsu.edu/uhtbin/catkey/1569023.

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This study examined the relationship between coaching behaviors and traits and their impact on athlete motivation and affective learning in a collegiate coactive team setting. By conducting in-depth interviews with NCAA Division I men’s tennis players at a Midwestern, mid-sized University it was discovered that Coach Craig Keller’si credibility and caring behaviors had the most salient impact on athlete intrinsic motivation, his use of mild verbal aggression and his career record had the most salient impact on athlete extrinsic motivation, and his extreme verbal aggression and lack of feedback/praise significantly decreased their levels of intrinsic and extrinsic motivation. Moreover, the athletes noted that Coach’s credibility and caring behaviors increased their levels of affective learning, his will to win and desire to be professional increased affective learning through trait modeling, and his inability to follow through with claims decreased their affective learning. The most significant finding was that Coach’s dynamic leadership had the most positive impact on player intrinsic motivation while his mild verbal aggression had the most positive impact on player extrinsic motivation. However, it was discovered that this type of leadership ceased being motivational when the sentiment of the messages became negative and singled out individual players.
Department of Speech Communication
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Pitkethly, Amanda Jane. "Examining the role of self-regulated learning in adolescent physical activity behaviour." HKBU Institutional Repository, 2015. https://repository.hkbu.edu.hk/etd_oa/222.

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Introduction Physical activity (PA) engagement is highly beneficial for adolescents and although interventions are shown to be effective, participants often return to former PA levels once the intervention is removed. Adolescents may lack explicit training in psychological and behaviour change skills required to sustain PA behaviour changes, such as self-regulation. SR is a key process in psychological functioning and its failure can result in impulse control problems, such as a tendency not to engage in behaviours that require a delay of gratification such as physical activity. Purpose Self-regulated learning (SRL) is an approach that focusses on how to make improvements through a systematic method of learning how to adapt to ever changing environments, i.e. through planning, self-monitoring, effort, self-efficacy, self-evaluation and reflection. Study 1 examined the effectiveness of studies examining SRL variables in a PA context. Study 2 translated and validated an English language SRL questionnaire to measure SRL in a Chinese adolescent population. Study 3 assessed the contribution of SRL variables to PA in both Chinese and Scottish adolescent samples. In preparation for study 5, study 4 qualitatively assessed Chinese students’ motivation for and engagement in PA. Finally, study 5 taught SRL skills in a PA context with the aim of positively impacting on adolescent PA levels. Methods and Results In study 1 a systematic review of the literature was conducted. The majority of reviewed studies demonstrated a positive effect of SRL variables on PA. The review highlighted a lack of research conducted using SRL theory. Study 2 translated and validated a Chinese version of an SRL questionnaire with 315 (and cross-validated with 480) Hong Kong Chinese adolescents. The short SRL-SRS-C was found to be a sufficiently reliable instrument to measure SRL in a Hong Kong Chinese adolescent population. In study 3, a cross-sectional study of 480 Hong Kong and 411 Scottish adolescents was conducted to assess the relationship SRL and physical activity. Results revealed that adolescents from Hong Kong and Scotland do not engage in sufficient PA to achieve the potential health benefits that PA can provide. Significantly more use of self-monitoring, self-evaluation and reflection was associated with significantly higher LTPA in Scottish adolescents. In both samples, SRL was weakly but significantly associated with higher PA, and self-efficacy and reflection played significant roles this SRL-PA relationship. Study 4 conducted two qualitative focus group interviews and found that most Chinese adolescents only engaged in PA during limited physical education classes. Most students were knowledgeable of the health benefits of PA, however, academic pressures and the effort required to overcome PA barriers was too great. Students propose that walking more and felt that novel ways to encourage PA, such as through WhatsApp, were worthwhile. Finally, study 4 used a quasi-experimental design with three groups (total n = 98) Hong Kong Chinese secondary school students. Peers modelled SRL skills and the learning was prompted either face-to-face or through Whatsapp. Meaningful, but not significant, mean value increases in PA and SRL were found. SRL was weakly but positive and significantly associated with PA, and reflection emerged as the key SRL component in the SRL-PA relationship. Conclusions SRL and PA are weak, but positive and significantly associated. Importantly, reflection has emerged as a significant predictor of adolescent PA. Adolescents with better SRL and reflective skills may be more aware of their strengths and weaknesses and able to translate this knowledge into future action. Considering that SRL skills are amenable to training, further experimental research should focus on teaching SRL strategies, particularly reflection, and assessing their impact on PA. SRL research in the adolescent PA area is promising but is at an early stage. Therefore, further research is recommended before strong conclusions can be made.
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Williams, Kevin. "Using experiential learning to facilitate pharmacy students' understanding of patients' medication practice in chronic illness." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1003955.

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This study originates from experiences which led me to question the way pharmacists are equipped to advise and support the medicine-taking practice of patients using chronic medication. The study offers a critical theoretical consideration of underlying perspectives informing pharmacy education. I propose following a critical realist ontological perspective, a social realist understanding of social structure and human agency, and a sociocultural epistemology. Based on these perspectives, I consider a sociological critique of ‘health’, ‘disease’, ‘illness’ and ‘sickness’ perspectives on medicine-taking, and of pharmacy as a profession. I then propose an experiential learning approach, with an emphasis on developing reflexivity through affective learning. I follow this with an illustrative case study. Following a critical discourse analysis of student texts from the case study, I conclude that there is evidence that experiential learning may prove useful in developing pharmacy students’ reflexive competency to support the provision of pharmaceutical care to patients using chronic medications.
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Franco, Ana. "Impact de l'expertise linguistique sur le traitement statistique de la parole." Doctoral thesis, Universite Libre de Bruxelles, 2012. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209565.

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L'objectif de ce travail de thèse était de déterminer si l’expertise linguistique peut moduler les capacités d’apprentissage, et plus spécifiquement les capacités d’apprentissage statistique. Il a été démontré que l'utilisation régulière de deux langues par les personnes bilingues a un impact sur les capacités langagières mais également sur le fonctionnement cognitif de manière plus générale. Cependant, on ne sait que très peu concernant les effets du bilinguisme sur les capacités d'apprentissage. L’acquisition du langage repose en partie sur le traitement des régularités statistiques de la parole. Etant spécifiques à chaque langue, cette information doit être traitée en partant de zéro lors de l’apprentissage d’une nouvelle langue. Les personnes bilingues ont donc traité au moins deux fois plus d'information statistique que les personnes ne maîtrisant qu'une langue. Est-ce que le bilinguisme et l’expérience accrue de traitement statistique de la parole peuvent conférer un avantage en termes de capacités d’apprentissage de régularités ?Nous avons analysé cette question à trois niveaux: la disponibilité des connaissances acquises à la conscience, le décours temporel du traitement statistique et la nature des représentations formées lors de l'apprentissage statistique. Explorer comment l'expertise linguistique module l'apprentissage statistique contribuera à une meilleure compréhension des conséquences cognitives du bilinguisme, mais pourrait également fournir des indices concernant le lien entre l'apprentissage statistique et le langage.

Dans un premier temps, la question de la disponibilité des connaissances acquises à la conscience a été traitée (Etude 1 et 2). L'étude 1 présente une adaptation d’une méthode largement utilisée dans le domaine de l’apprentissage implicite pour rendre compte du caractère conscient ou inconscient des connaissances acquises lors d’un apprentissage, la procédure de dissociation des processus (Jacoby, 1991). Nous avons adapté cette méthode à une situation de traitement des probabilités transitionnelles entre des syllabes afin de déterminer si les représentations acquises suite à l’exposition à un langage artificiel sont disponibles à la conscience. Nous nous sommes ensuite intéressés à la question de savoir comment le caractère conscient des connaissances acquises peut être modulé par l’expertise linguistique. Les résultats suggèrent que bien que les sujets apprennent de manière semblable, les connaissances acquises semblent être moins disponibles à la conscience chez les sujets bilingues.

Dans un deuxième temps nous nous sommes intéressés au décours temporel de l’apprentissage statistique (Etude 3 et 4). L'étude 3 présente une adaptation de la Click location task (Fodor & Bever, 1965) comme mesure online du traitement des probabilités transitionnelles lors de la segmentation de la parole. Nous nous sommes ensuite intéressés à comment le traitement des régularités du langage pouvait être modulé par l’expertise linguistique (Etude 4) et les résultats suggèrent que les deux groupes ne diffèrent pas en termes de décours temporel du traitement statistique.

Dans un troisième temps, nous avons posé la question de ce qui est appris dans une situation d’apprentissage statistique. Est-ce que le produit de cet apprentissage correspond à des fragments d’information, des « candidats mots » ?Ou est-ce que, au contraire, l’apprentissage résulte en une sensibilité aux probabilités de transition entre les éléments ?L’Etude 5 propose une méthode pour déterminer la nature des représentations formées lors de l’apprentissage statistique. Le but de cette étude était d’opposer deux modèles d’apprentissage de régularités statistiques afin de déterminer lequel rend mieux compte des résultats observés lors d’une situation d’apprentissage statistique. Dans l’étude 6, nous nous sommes intéressés à l’influence de l’expertise linguistique sur la nature des représentations formées. Les résultats suggèrent que les sujets bilingues forment des représentations plus fidèles à la réalité du matériel, comparé aux monolingues.

Enfin l'étude 7 avait pour but d'explorer une situation d'apprentissage statistique plus complexe, à savoir l'apprentissage d'une grammaire artificielle. La comparaison entre des sujets monolingues et bilingues suggère que les sujets ne diffèrent pas en termes de décours temporel de l'apprentissage. Par contre, les sujets bilingues semblent former de meilleures représentations du matériel présenté et posséder des connaissances non disponibles à la conscience, alors que les monolingues se basent sur des connaissances conscientes pour effectuer la tâche.

Ainsi, les études présentées dans ce travail suggèrent que l'expertise linguistique ne module pas la vitesse de traitement de l'information statistique. Par contre, dans certaines situations, le fait d'être bilingue pourrait constituer un avantage en termes d'acquisition de connaissances sur base d'un traitement statistique et aurait également un impact sur la disponibilité des connaissances à la conscience. / The aim of this thesis was to determine whether linguistic expertise can modulate learning abilities, and more specifically statistical learning abilities. The regular use of two languages by bilingual individuals has been shown to have a broad impact on language and cognitive functioning. However, little is known about the effect of bilingualism on learning abilities. Language acquisition is a complex process that depends substantially on the processing of statistical regularities contained in speech. Because statistical information is language-specific, this information must be learned from scratch when one learns a new language. Unlike monolinguals, individuals who know more than one language, such as bilinguals or multilinguals, therefore face the challenge of having to master more than one set of statistical contingencies. Does bilingualism and increased experience with statistical processing of speech confer an advantage in terms of learning abilities? In this thesis, we address these questions at three different levels. We compared monolinguals and bilinguals in terms of (1) the nature of the representations formed during learning, (2) the time course of statistical processing, and (3) the availability of statistical knowledge to consciousness. Exploring how linguistic expertise modulates statistical learning will contribute to a better understanding of the cognitive consequences of bilingualism, but could also provide clues regarding the link between statistical learning and language.

First, the present work aimed to determine whether knowledge acquired based on statistical regularities is amenable to conscious control (Study 1 and 2). Study 1 presents an adaptation of the Process Dissociation Procedure (PDP, Jacoby, 1991), a widely used method in the field of implicit learning to account for the conscious nature of knowledge acquired during a learning situation. We adapted this method to a statistical learning paradigm in which participants had to extract artificial words from a continuous speech stream. In Study 2, we used the PDP to explore the extent to which conscious access to the acquired knowledge is modulated by linguistic expertise. Our results suggest that although monolinguals and bilinguals learned the words similarly, knowledge seems to be less available to consciousness for bilingual participants.

Second, in Studies 3 & 4, we investigated the time course of statistical learning. Study 3 introduces a novel online measure of transitional probabilities processing during speech segmentation, — an adaptation of the Click Localizaton Task (Fodor & Bever, 1965) as. In Study 4, explored whether processing of statistical regularities of speech could be modulated by linguistic expertise. The results suggest that the two groups did not differ in terms of time course of statistical processing.

Third, we aimed at exploring what is learned in a statistical learning situation. Two different kinds of mechanisms may account for performance. Participants may either parse the material into smaller chunks that correspond to the words of the artificial language, or they may become progressively sensitive to the actual values of the transitional probabilities between syllables. Study 5 proposes a method to determine the nature of the representations formed during learning. The purpose of this study was to compare two models of statistical learning (PARSER vs. SRN) in order to determine which better reflects the representations formed as a result of statistical learning. In study 6, we investigated the influence of linguistic expertise on the nature of the representations formed. The results suggests that bilinguals tend to form representations of the learned sequences that are more faithful to the reality of the material, compared to monolinguals.

Finally, Study 7 investigates how linguistic expertise influences a more complex statistical learning situation, namely artificial grammar learning. Comparison between monolingual and bilingual subjects suggests that subjects did not differ in terms of the time course of learning. However, bilinguals outperformed monolinguals in learning the grammar and seem to possess both conscious and unconscious knowledge, whereas monolinguals’ performance was only based on conscious knowledge.

To sum up, the studies presented in the present work suggest that linguistic expertise does not modulate the speed of processing of statistical information. However, bilinguals seem have make better use of the learned regularities and outperformed monolinguals in some specific situations. Moreover, linguistic expertise also seems to have an impact on the availability of knowledge to consciousness.
Doctorat en Sciences Psychologiques et de l'éducation
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Springer, Karen L. "Perceptions of learning needs of coronary artery bypass graft patients." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1036191.

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With the decreasing length of hospitalization for the Coronary Artery Bypass Graft (CABG) patient population, it is becoming increasingly difficult to provide patients with necessary education. The purpose of this study was to examine patients' perceptions of the importance of patient teaching information, and how realistic they perceive it is to learn the information following CABG surgery. Patients' learning and understanding are increased when the information is perceived as important.The findings of this study indicated that CABG patients rated the areas of medication, diet and activity information as the most important to learn during the early recovery period. The patients indicated that it was less realistic to learn in the areas of anatomy and physiology, risk factors, medications, diet, activity, post surgical care, psychological factors, and other pertinent information during the early recovery period. The information gained from this study could be used to enhance educational content for patients who have undertaken CABG surgeries.
School of Nursing
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Horwitz, Ula Nadine. "Burned, banished or burnished a pilot study of a school reintegration programme." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1002504.

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It is the aim of this research to create a manual and programme for the reintegration of burn-injured primary-school learners in order to assist in their re-socialisation, and to act as a buffer against depression, conduct disorders, and academic lag. Additional aims of the programme included being resource-efficient, flexible, and compatible with Outcomes-Based Education (aBE) principles evidenced in Curriculum 2005. The final aim of the research involved designing the programme in order for teachers to be able to facilitate it. The manual and programme were evaluated through an embedded case study, encompassing a mildly disfigured burn-injured learner, his family, and his school environment by way of his class and teacher. The programme was found to be efficient in its use of resources, congruent with aBE principles, and engaging of the learners and teacher. Participation in the intervention seemed to afford the burn-injured learner with a buffer against depression, but did not prevent academic lag. Minimal teasing was encountered after the programme was implemented, which is contrary to the expected outcomes based on the literature available. Teacher facilitation was not achieved, however, numerous benefits were derived from the intervention for the majority of the participants.
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43

Kearns, Hugh. "Effect of interaction between computer anxiety, locus of control and course structure on achievement in a computer literacy course." Title page, abstract and table of contents only, 1995. http://web4.library.adelaide.edu.au/theses/09EDM/09edmk24.pdf.

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44

Salem, Houda Sahal Mohamed. "The perceptions and implications of techno-stress in an E-learning environment : an exploratory case study." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2809.

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Thesis (MTech) Information Technology))--Cape Peninsula University of Technology, 2018.
The rapid growth of digital technology has exceeded society’s expectations. The overload and pace of technological advances causes many individuals at the workplace or organisations of higher learning, such as universities of technology, to become exposed and prone to stress. Students in higher education environments often find themselves vulnerable to technological stress. The problem is that we do not know the extent of the perceived implications of techno-stress, and it is not clear what the perceived psychological and emotional implications of techno-stress may have on the academic performance of higher education students. The study investigated the perceptions and implications of techno-stress in an e-learning environment to explore and describe the implications of techno-stress; the physical, mental and behavioural outcomes also how it impacts on the academic performance of students at higher education institutions. The questions of the study were focused on finding what the implications of techno-stress are as perceived by students on their studies; what the types and elements of techno-stress that students experience at universities; what the potential causes of techno-stress are as perceived by students; and how students think techno-stress impacts on their academic performance. The qualitative methods approach was used. It was found that students were more stressed over technology when problems occur as they lack the ability to manage or control it, and it was evident that this influence had an undesirable consequence on students’ results. The research concluded that despite the importance technology plays in an e-learning environment by allowing students to conduct their research, download class material and learn online, students perceive technology as an important source of stress. Despite technology’s advantages mentioned above, technology can be unpredictable and when problems occur, students exhibit lack of skills to manage or control it. It was recommended that universities of technology such as CPUT should design a program that helps students to cope with techno-stress.
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Wacks, V. Quinton. "Successful aging, coping and learning : a case study of two diverse groups of older adults /." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-07102007-142512/.

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46

Wong, Tin-yau, and 王天佑. "The roles of the approximate number system and number-numerosity mapping on the mathematics achievement in normally- and low-achieving children and children with mathematics learning disability." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/207200.

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Humans are born with a basic sense of number. This number sense, which is now called the Approximate Number System (ANS), allows us to represent numerosity without the use of symbols. There has been a debate on whether this nonsymbolic ANS contributes to our symbolic mathematics skills, and the recent findings are inclined to support the link between the two. However, what remains unclear is the mechanism underlying the relationship between the ANS and our mathematics skills, and whether children with Mathematics Learning Disabilities (MLD) suffer from a defective ANS. The present thesis aimed at addressing the above issues in two studies. Study 1 aimed at identifying the mechanism of how the ANS contributes to children’s mathematics skills. A group of 210 kindergarteners were tested on their ANS acuity, number-numerosity mapping skills (measured by counting and estimation tasks), and their arithmetic skills. They were then re-tested twice when they were in Grade 1.Using Structural Equation Modeling, it was found that children’s ANS acuity in kindergarten predicted their arithmetic skills one year later, and the relationship was mediated by their number-numerosity mapping skills. This suggested that ANS may contribute to mathematics learning by enabling more precise mapping between number symbols and the corresponding numerosity representation, hence making numbers meaningful. Studies 2A and 2B aimed at verifying whether children with MLD suffered from deficits in their ANS as well as their number-numerosity mapping skills. The same group of participants was followed one more time in Grade 2. Using the standard low-achievement method (Study 2A) and a more data-driven method known as the latent class growth analysis(Study 2B), two groups of children with MLD were identified. Both groups of children had deficits in both the ANS and their number-numerosity mapping skills as compared with their normally-achieving peers. Other groups of low-achieving children were also identified, and their difficulties seemed to be contributed by factors other than their ANS. While one of the low-achieving groups seemed to have deficit lying mainly on the number-numerosity mapping skills, the other low-achieving group did not show any cognitive deficits but had much lower SES compared to other groups. The relationship between the ANS and children’s mathematics achievement was supported and elaborated in the present study. The findings not only articulated a potential mechanism of how children learned about mathematics, but they also allowed educators to have better understanding of the cognitive profiles of children with MLD, thus facilitating early identification and intervention. The different profiles of the low-achieving groups also highlighted the need for differential intervention for different groups of low-achieving children.
published_or_final_version
Psychology
Doctoral
Doctor of Philosophy
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Bao, Xuehua, and 包雪華. "Who makes the choice?: rethinking the roles of self-determination and relatedness in Chinese children's motivation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B36429417.

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Burks, Mark. "A Study of the Relationships among Teachers' Immediacy of Dress Factors and Affective Learning Factors: a Relational Communication Perspective." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc277983/.

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This thesis examined the relationships among immediacy of dress factors and affective learning factors as they pertain to relational communication. College students (N = 482) completed questionnaires indicating perceptions of selected nonverbal immediacy behaviors associated with their teacher's attire. The research predicted that there would be relationships between and among power and affinity of dress, dress immediacy and nonverbal immediacy. Further predictions were made concerning the associations among these variables, affective learning outcomes, and other teacher criteria. Analysis indicated that power of dress, affinity of dress and dress immediacy were viable nonverbal immediacy concepts which related to affective learning outcomes. Research findings indicated that certain instructor variables may also influence these relationships.
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Ferguson, Deborah Marie. "A guide to a brain-based approach to thematic, interdisciplinary teaching." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1877.

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This project promotes an interdisciplinary approach to classroom instruction as an alternative to sequential instruction typically practiced in public schools. Specifically targeted are thematic, interdisciplinary teaching strategies.
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Moore, Glenn Edward. "Anxiety and motivation in second language learning." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2448.

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This study investigates student and instructor perceptions of the causes and effects of anxiety and motivation's effect on a student's ability to learn a second language. The study focused on the participant's perceptions of the causes and effects of anxiety, and relationships between anxiety and motivation, in both short-term and long-term learners.
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