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1
Koehler, Shannon. "Social Skills Training for Adolescent Youth: Measurement of Skill Acquisition." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4103.
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This study evaluated the effectiveness of a classroom based training in teaching social skills to four adolescent females between the ages of 13–17 years old and residing in foster care. The training took place over a three week period, one night a week, for three hours at a time and utilized a Behavioral Skills Training format. The assessments were conducted via role play scenarios; pre- and posttraining. The results show each participant demonstrated an overall increase in skills from pretraining to posttraining indicating that youth in foster care were capable of learning the skills taught.
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Thompson, Jessica Anne. "Social Skills Training with Typically Developing Adolescents: Measurement of Skill Acquisition." [Tampa, Fla.] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002325.
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Maguire, Rachael. "Acquisition and maintenance of keyboard skills." Thesis, University of Surrey, 2000. http://epubs.surrey.ac.uk/926/.
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Muller-Townsend, Katrina Louise. "Transfer of automatic skills: the role of automaticity in skill acquisition and transfer." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/1954.
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Skill acquisition theories suggest that automaticity of lower-level processes is required before the acquisition of higher-level skills can be attempted. However, there is a disparity between the theoretical expectations of skill acquisition and the empirical findings in the transfer of training research. Research has found that when a change is made to the contextual conditions in which a skill is acquired, the learned response becomes less skilled. When skill transfer occurs performance is disrupted so that reaction times are slower than observed prior to the context change. This observation has been made with several different tasks, however no research has established whether a transfer disruption is observed with automatic skills. The discrepancy between the theoretical assumptions and empirical findings suggests that aiming for automaticity in education may not be best practice. The experiments in the current thesis were designed to examine whether automaticity disrupts or enhances transfer performance. The studies were based on Lassaline and Logan’s (1993) visual numerosity task and Speelman and Parkinson’s (2012) two-step task design. The study has a particular emphasis on individual differences, and thus individual participant data are explored to determine the pervasiveness of trends observed in the group data. In experiment one it was found that experimental design might play a role in the acquisition and probability of transfer, with the experimental conditions revealing differences in disruption and acquisition of automaticity. Group results in experiment two suggest that automaticity is unaffected by context changes, however individual results revealed that some participants failed to approach automatic performance. In experiment three participants were approaching automaticity, however a large percentage of participants did not demonstrate a shift from controlled to automatic processing. Furthermore, group results suggest that performance is unaffected by context changes in transfer, yet, this observation was not reliably presented amongst individuals with many individuals demonstrating transferable skills while not attaining automaticity. Overall, the results appear to be congruent with Lassaline and Logan’s (1993) findings. According to the group data, automaticity appears to facilitate transfer, and performance continues in accordance with the power law of learning; automaticity was transferred despite novel context changes. However, individual data indicates that not all participants are behaving this way. The current results question whether automaticity should be the desired outcome in education settings as many people failed to achieve automaticity. Further research is required at an individual level that includes factors such as working memory ability and task approach to determine why some participants deviate way from group data trends, and why they may be affected differently by context changes.
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Krosnick, Burton W. "Perceptual augmentation to support skill acquisition and robust decision-making and control skills." Thesis, Georgia Institute of Technology, 1994. http://hdl.handle.net/1853/24349.
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Veskos, Paschalis. "Development acquisition of rhythmic skills in bipedal robots." Thesis, Imperial College London, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.537558.
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Law, Jon. "Perceptual motor skills, acquisition and performance under pressure." Thesis, University of Birmingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435309.
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Berthold, Oswald. "Robotic self-exploration and acquisition of sensorimotor skills." Doctoral thesis, Humboldt-Universität zu Berlin, 2020. http://dx.doi.org/10.18452/21480.
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Die Interaktion zwischen Maschinen und ihrer Umgebung sollte
zuverlässig, sicher und ökologisch adequat sein. Um das in komplexen
Szenarien langfristig zu gewährleisten, wird eine Theorie adaptiven
Verhaltens benötigt. In der Entwicklungsrobotik und verkörperten
künstlichen Intelligenz wird Verhalten als emergentes Phänomen auf der
fortlaufenden dynamischen Interaktion zwischen Agent, Körper und
Umgebung betrachtet.
Die Arbeit untersucht Roboter, die in der Lage sind, schnell und
selbständig einfache Bewegungen auf Grundlage sensomotorischer
Information zu erlernen. Das langfristige Ziel dabei ist die
Wiederverwendung gelernter Fertigkeiten in späteren Lernprozessen um
damit ein komplexes Interaktionsrepertoire mit der Welt entstehen zu
lassen, das durch Entwicklungsprozesse vollständig und fortwährend
adaptiv in der sensomotorischen Erfahrung verankert ist.
Unter Verwendung von Methoden des maschinellen Lernens, der
Neurowissenschaft, Statistik und Physik wird die Frage in die
Komponenten Repräsentation, Exploration, und Lernen zerlegt. Es wird
ein Gefüge für die systematische Variation und Evaluation von Modellen
errichtet. Das vorgeschlagene Rahmenwerk behandelt die prozedurale
Erzeugung von Hypothesen als Flussgraphen über einer festen Menge von
Funktionsbausteinen, was die Modellsuche durch nahtlose Anbindung über
simulierte und physikalische Systeme hinweg ermöglicht.
Ein Schwerpunkt der Arbeit liegt auf dem kausalen Fussabdruck des
Agenten in der sensomotorischen Zeit. Dahingehend wird ein
probabilistisches graphisches Modell vorgeschlagen um Infor-
mationsflussnetzwerke in sensomotorischen Daten zu repräsentieren. Das
Modell wird durch einen auf informationtheoretischen Grössen
basierenden Lernalgorithmus ergänzt. Es wird ein allgemeines Modell
für Entwicklungslernen auf Basis von Echtzeit-Vorhersagelernen
präsentiert und anhand dreier Variationen näher besprochen.<br>The interaction of machines with their environment should be reliable,
safe, and ecologically adequate. To ensure this over long-term complex
scenarios, a theory of adaptive behavior is needed. In developmental
robotics, and embodied artificial intelligence behavior is regarded as
a phenomenon that emerges from an ongoing dynamic interaction between
entities called agent, body, and environment.
The thesis investigates robots that are able to learn rapidly and on
their own, how to do primitive motions, using sensorimotor
information. The long-term goal is to reuse acquired skills when
learning other motions in the future, and thereby grow a complex
repertoire of possible interactions with the world, that is fully
grounded in, and continually adapted to sensorimotor experience
through developmental processes.
Using methods from machine learning, neuroscience, statistics, and
physics, the question is decomposed into the relationship of
representation, exploration, and learning. A framework is provided for
systematic variation and evaluation of models. The proposed framework
considers procedural generation of hypotheses as scientific workflows
using a fixed set of functional building blocks, and allows to search
for models by seamless evaluation in simulation and real world
experiments.
Additional contributions of the thesis are related to the agent's
causal footprint in sensorimotor time. A probabilistic graphical model
is provided, along with an information-theoretic learning algorithm,
to discover networks of information flow in sensorimotor data. A
generic developmental model, based on real time prediction learning,
is presented and discussed on the basis of three different algorithmic
variations.
9
Wright, Barbara Ann Hargis. "Employability skills acquisition for students with challenging behaviors /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115601.
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Tocknell, Carol. "Student acquisition of social skills through teacher modelling." Thesis, Federation University Australia, 2015. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/75649.
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Doctor of Philosophy<br>Using the perspective of school leaders, teachers and students, this research questions whether Victorian Government schools provide opportunities, in the form of explicit teacher modelling, for the development of student social skills and social competence. The essence of this study was to determine whether students feel they can thrive at school and whether they believe there are opportunities for them to succeed. Two Victorian Government secondary schools were involved in the study and eight male and ten female students aged 12–14 years volunteered to be interviewed over the course of their first year in secondary school. Teachers and principals at the schools were also interviewed. The research found that students do not identify teachers as role models for social skills. However, school leaders believe that teachers are behaviour role models for students. Students and teachers were found to place value on positive teacher–student relationships. The variance of social-skills instruction in secondary schools and classrooms points to significant differences between intent and practice of such instruction within schools. It seems there are considerable differences in the perception of the Australian Curriculum‘s Personal and social capability domain within schools and between individual teachers‘ classrooms. This limits opportunity for students to develop social skills, as there appears to be no strategic whole-school social–emotional curriculum plan, few resources to implement such plans and no professional development for teachers in this area. This research describes the opportunities that are available for secondary students at Victorian Government schools to develop social skills and social competence. The research contributes to, and informs teacher pedagogy and contributes to knowledge on the value placed on social competence by students, teachers and school leaders. It also provides insight into the importance that students place on teacher interpersonal skills, the subsequent engagement of students with teachers and their sense of connectedness and belonging to their school.
11
Eccles, David. "Cognition in orienteering." Thesis, Bangor University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341183.
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Xiao, Xiaoyun, and 肖晓云. "Development of syntactic skills in Chinese children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B43754089.
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Xiao, Xiaoyun. "Development of syntactic skills in Chinese children." Click to view the E-thesis via HKUTO, 2010. http://sunzi.lib.hku.hk/hkuto/record/B43754089.
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Sieh, Yu-Cheng. "Phonological processing skills in young learners' EFL vocabulary acquisition." Thesis, University of Newcastle Upon Tyne, 2007. http://hdl.handle.net/10443/266.
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Four factors were examined to investigate English vocabulary learning among 9-year-old elementary school children in Taiwan. The four factors were use of their native language, length of English instruction, and two phonological processing capabilities-phonological memory and phonological sensitivity. Apart from a series of paper-and-pencila nd computerized vocabulary assessmentst,w o nonword repetition tasks along with five detection and production tasks of rimes and phonemes were used to measure phonological memory and phonological sensitivity. The young learners' scores on all vocabulary tests were positively correlated with phonological memory and phonological sensitivity, as was also evidenced in studies by Gathercole et al. (1997) and Bowey (1996). A similar pattern of association was found between the learners' vocabulary performance and their length of English instruction. However, neither of the two phonological processing capabilities was associatedw ith English instruction length. The reaction times of the two online vocabulary tests suggest that an extra input of Ll gloss in explicit vocabulary teaching might have resulted in faster aural recognition of single English words. This supports Kroll and Stewart's (1994) revised hierarchical model of bilingual representation,w hich postulatest hat beginning L2 learners have their two languages interconnected at the lexical level. Results of stepwise and hierarchical regression analyses confirmed that English phonological sensitivity was the best predictor of young learners' English vocabulary performance and contributed uniquely to their vocabulary scores after age, English instruction length, vocabulary knowledge from school textbooks, Chinese phonological sensitivity, and phonological memory were statistically controlled.
15
Chamberlain, Marie. "Factors affecting the acquisition of skills in midwifery students." Thesis, King's College London (University of London), 1993. https://kclpure.kcl.ac.uk/portal/en/theses/factors-affecting-the-acquisition-of-skills-in-midwifery-students(3f4b4340-20b2-4c1d-b355-ef594c83e7b5).html.
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Hendrickson, Becky J. "Facilitating the Acquisition of Social Skills Through Service Learning." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2406.
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Deficits in communication affect individuals with autism regarding the ability to access a free and appropriate education as well as quality of life. This research study explored the effects of a service-learning project on acquisition of social skills and reduction of problem behaviors for students who have autism. The conceptual framework for this study was based on Maslow's theory of motivation and Erickson's 8 stages of personality development. A mixed-methods design with sequential transformative strategy was used to collect quantitative data from 5 elementary students who have autism during involvement in service learning; the Social Skills Improvement System was used and was analyzed using a t test. Qualitative data derived from field notes were coded and thematically analyzed. Although the differences were not statistically significant, the social skills did improve and the problem behaviors did decline. Qualitative data also supported the supposition that a positive change may have occurred and those students' basic needs were being met through leadership opportunities. Although the results of this study appear promising, the size of the study limits generalization and further research is needed. Service learning may be an effective intervention for individuals with autism spectrum disorder (ASD) allowing positive social change. Service learning may allow individuals with ASD to have their basic needs met; increase positive social interactions with others; help decrease unexpected behavior; and reduce stress and depression for themselves, their family members, and their educators.
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Stuart, Jonathan James. "Elaboration of text for skill acquisition." Thesis, Loughborough University, 1991. https://dspace.lboro.ac.uk/2134/13617.
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The thesis investigates the elaboration of text to improve the acquisition of computing skill by casual users. Manuals are currently the main method by which these users are helped to acquire such skills. However, since there is no control over the way that the manual will be made use of, and no control over the sequencing of task learning, manuals are rarely entirely satisfactory in supporting learning processes. The issue investigated in the present thesis is whether manuals can be modified by the elaboration of text in order to support learning. The thesis also investigates skill measurement techniques, methods of specifying training devices and the applicability of controlled laboratory experiments to this applied setting. A comparison of computing skill measurement techniques showed that the most valid and practical method consisted of short tasks to be carried out using the computing system. These tasks were used as the basis for the study of the effectiveness of manuals. Examination of the pertinent literature in the light of the problems of producing texts for casual users and a model of skill acquisition based on hierarchical task analysis produced several theoretical devices for improving manuals. A formal method of applying the devices to a standard text enabled the controlled examination of the theories…
18
Lane, Claire Alice. "The measurement and acquisition of skills in behaviour change counselling." Thesis, Cardiff University, 2006. http://orca.cf.ac.uk/55423/.
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There was no significant difference in BECCI scores or ratings of practice sessions between practitioners who practiced skills with simulated patients in comparison to those who performed role-play. There may be a relationship between participants' feelings regarding the practice sessions and BCC skill acquisition, but results were inconclusive.
19
Mugglestone, Hilda. "Peer assisted learning in the acquisition of musical composition skills." Thesis, University of Lincoln, 2006. http://eprints.lincoln.ac.uk/2471/.
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The purpose of the study was to discover the effects of using peer assisted learning in acquiring skills in music composition. The ten criteria used for assessing the effects of peer assisted learning comprised six concerning social qualities and four relating to cognitive aspects of what might be learned from working and learning together. The research used both qualitative and quantitative methods, encompassing interviews with the teacher, questionnaires for the students and observation. The latter included a quantitative element. The research took place in the natural settings of timetabled music lessons in Year Seven at an English comprehensive secondary school. This peer assisted learning research is believed to be the only such project conducted entirely in the unadulterated classroom settings. The lessons followed the teacher’s choice of lesson material and the length of time normally allowed for lessons in that school. No changes in classroom organisation, timing, or for any other reason were requested by, or made for, the researcher. Each class was divided into groups whose size, ability and gender were determined by the teacher. From these groups, the teacher selected the three which were the focus of this research. All three of the sample groups showed some evidence of the beneficial effects of peer assisted learning socially and cognitively although this varied according to the children’s different ability levels. Peer assisted learning was found to be most successful where children were able to work together cohesively and communicate well, either verbally or musically. Most children either acquired new musical skills or enhanced those they already possessed through the use of peer assisted learning.
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Schmidt, Dirk Jonathan. "Strategies for Motivating Band Students Experiencing Difficulty in Skills Acquisition." UNF Digital Commons, 1993. http://digitalcommons.unf.edu/etd/104.
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The purpose of this research was to establish a consensus on the type of music learning environment that affords the band student the greatest level of individual success. Both cooperative and competitive environments were examined. This project also investigated alternative methods for helping the low ability band student enjoy success in an instrumental music curriculum. Finally, the research identified teaching strategies for aiding the low ability student to be successful in a competitive learning environment.
The research results do not conclusively reach a consensus about the teaching environment that affords band students the greatest amount of success. The majority of the band director respondents utilized a cooperative learning environment, with some competitive elements. This environment utilized many of the teaching-learning methods needed for success by the low ability band student.
The needs of the low ability band student proposed in the research for certain instructional environments and strategies were supported by the responses of music educators to a questionnaire. It was discovered that while the low ability band student could enjoy group success, individual success was also important. It was determined that the band director could foster individual success by encouraging all students to do their best and to use teaching strategies, such as mastery learning, to aid the low ability band student.
Specific strategies were suggested by the research and supported in the questionnaire results, which aid the low ability band student. Data indicated that providing students with extra help, including the use of peer tutors, helped students perform on the same level as their peers. Providing instruction in small units aided the low ability band students in mastering difficult passages of music. Seating the high and low ability music students next to each other enabled students to work together in class.
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Flores, Enrique R. "Acquisition of Forgaging Skills by Lambs Eating Grass or Shrub." DigitalCommons@USU, 1988. https://digitalcommons.usu.edu/etd/6460.
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I studied the acquisition of foraging skills by lambs eating shrub or grass in three experiments. The general approach was to isolate those skills involved in prehending forage from those related to the acceptance of novel foods. Treatment lambs received 15 times more exposure to grass or shrub than did control lambs. Lambs were tested in 2.5 x 2.5 meter monocultures of shrub or grass 5 min/d, on two separate occasions. Height, bulk density and spatial arrangement of plant material were controlled during testing. In Experiment 1, I studied the acquisition of foraging skills by lambs on monocultures of shrubs. I found that inexperienced lambs ingested less forage per unit time than experienced lambs because they had less developed prehension skills. Lambs were more successful at plucking individual leaves than breaking twigs from branches or stripping 1 eaves. Lambs emphasized prehension patterns that were most successful. In Experiment 2, I explored the extent to which foraging skills gained on shrub or grass are specific to shrub or grass. Grass-experienced lambs were more successful at prehending and ingesting grass than were shrub experienced lambs. No statistical differences were observed between shrub- and grass-experienced lambs at prehending and ingesting shrub although numerical values were higher for shrub- than grass-experienced lambs. I hypothesize that a relationship exists between plant form, prehension pattern and foraging experience. In Experiment 3, I studied the degree to which lambs experienced with grass or shrub vary in their ability to prehend and ingest vegetative and flowering grass. Grass- and shrub-experienced lambs ingested more flowering than vegetative grass per unit time. Grass-experienced lambs were more efficient than shrub-experienced lambs at prehending and ingesting vegetative and flowering grass. Shrub-experienced lambs experienced more difficulty at prehending flowering compared to vegetative grass while grass-experienced lambs did not.
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Koksal, Ela Ayse. "The Acquisition Of Science Process Skills Through Guided (teacher-directed) Inquiry." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609719/index.pdf.
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The international and national assessment results indicated that Turkish students&rsquo<br>conceptual understanding in science and basic inquiry skills are far behind the expected levels. The reason of low achievement could be attributed to many sources such as family background characteristics, students&rsquo<br>attitudes, and teaching methodologies. The low socioeconomic environment in the school and crowded classrooms are important facts that should be somehow considered by the educational researchers. The way a teacher teaches in a crowded classroom is important to help students&rsquo<br>understanding of concepts and development of inquiry skills.
The present study aimed to propose a methodology that helps teachers to enhance students&rsquo<br>understanding of concepts and develop inquiry skills in many schools with various socio-economic-status environments and large classrooms. The method proposed could be called as guided (teacher-directed) inquiry to develop concepts, skills, and affective characteristics of the students such as attitudes.
This study was conducted with 168 sixth grade public elementary school students in Ankara in 2006-07 academic year. Repeated measures design was used in the study. Intact groups received either traditional or teacher-directed inquiry instructions. The students in both groups were measured with the unit achievement and science process skills tests, and attitudes toward science questionnaire before and after the instructions, and repeatedly after no treatment by a retention or delayed test.
It was found that while the guided (teacher-directed) inquiry instruction made a difference on student achievement in the first unit (Reproduction, Development and Growth in Living Things), it could not make a difference on student achievement in the second unit (Force and Motion). The instruction also made a difference on students&rsquo<br>science process skills test performance and both the composite and individual attitude scores.
It is concluded that guided (teacher-directed) inquiry instruction generally helps students&rsquo<br>understanding of science concepts and results with achievement in science. It helps students&rsquo<br>development of scientific skills with authentic experiences. Guided (teacher-directed) inquiry instruction also has an effect on students&rsquo<br>development of positive attitudes toward science and technology course, specifically on self-concept, anxiety, interest, career, enjoyment, and usefulness dimensions.
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Fraser, Shannon Alexandra. "Acquisition and evaluation of surgical skills using a laparoscopic physical simulator." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=82232.
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A physical surgical simulator, the McGill Inanimate System for Training and Evaluation of Laparoscopic Skills (MISTELS) is used to examine the acquisition of laparoscopic skills, as well as to determine a summative evaluation of these skills. The cumulative summation method (CUSUM) is used to characterize individual and group learning curves for a MISTELS task. To examine transfer of learning in laparoscopy, novice laparoscopists were randomized to either practice a basic psychomotor task (peg board transfer) or to a no-practice control group. After forty iterations, the novices performed a more complex task (suturing); those who practiced the basic task significantly improved their complex task performance. Finally, using the receiver operator curve (ROC), the summative evaluation score for MISTELS was determined by maximizing the sensitivity and specificity of this training instrument. Using these findings, individualized training programs can be developed to teach essential laparoscopic skills prior to entering the operating room.
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Killeen, Martin P. "The acquisition of information and learning technology skills by FE teachers." Thesis, University of Nottingham, 2009. http://eprints.nottingham.ac.uk/10823/.
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The core of this thesis is to investigate the perceptions of teachers in Further Education (FE) when dealing with the continuous change caused by the expansion of information and learning technology (ILT). This thesis also identifies the potential links between the increase in the range and availability of learning technology and the development of self- directed and student-centred learning. It explores the perceptions of practicing teachers with reference to their personal development and if such development indicates compliance with adult learning theory. It also analysis the external pressures placed on FE colleges and their teaching staff due to the development of ILT and the related governmental policy. The thesis regards teachers in the FE sector as a unique group of adult learners with a wide range of experience, qualifications and entry routes into the profession. It investigates a sample of teachers using questionnaires and focus groups analysing their perceptions of ILT, preferred learning styles, identified needs and self evaluation techniques and analysis any correlation between these factors and the biographical parameters obtained from the questionnaire responses. An aspect of the investigation was to analyse how teachers became proficient in the use of ILT, routes staff use to obtain the skills and knowledge required and if the aspects of adult learning theory are being applied. A related aspect of this research is the investigation of whether the perceptions of teacher of their personal development experiences related to ILT indicate if an FE college is or can become a “learning organisation” and if such a concept is valid for the FE sector.
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Rees, Rachel Isabel. "Deaf children's acquisition of speech skills : a psycholinguistic perspective through intervention." Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/1348395/.
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This study set out to explore the nature of deaf children’s lexical representations and how these may be updated as new speech skills are acquired, through an investigation of speech processing skills and responses to intervention in three deaf children. A computer-based psycholinguistic profiling procedure was developed to examine the relationships between input skills, lexical representations and output skills for a range of consonant contrasts, with the expectation that input skills were important in determining output skills. Using this procedure, consonants or consonant clusters that were not accurately realised by the participants were classified according to responses to real word and nonword input testing in audio-visual and audio-alone conditions. By comparing how the differently classified consonants responded to intervention, the role of input skills in the updating of lexical representations was discovered to be less important than other sources of information, including phonological awareness and knowledge of orthography and grapheme-phoneme links. There was some evidence that articulatory knowledge, acquired through phonetic instruction and tactile feedback, was enriching segments of input representations so that the corresponding segments became easier to detect in input tasks. This questions the assumption that output representations depend on input representations for their specification. Further intervention involving repeated practice of new motor patterns and use of feedback from the therapist to encourage motor planning facilitated generalisation of the acquired speech skills to a wide range of speaking tasks. There was evidence that one of the participants was accessing the orthography of what he was about to say in order to generalise his speech skills and that he could eventually do this, even when conversing at an acceptable rate of speech. The implications for combining the teaching of phonics with speech production training for deaf children are discussed.
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Patilla, Peter C. "The role of the teacher in the acquisition of counting skills." Thesis, Sheffield Hallam University, 1987. http://shura.shu.ac.uk/20212/.
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The study is an action research project to improve the teaching of counting by focusing on three components. The first is the designing of materials and activities which may help children develop a greater understanding and confidence in their counting skills. The second is designing activities which will enable children to work as a class, as co-operative group members and as individuals within differing organisational frameworks. The third is finding ways of helping teachers effect the management of change within their classroom. The collaborative study is based upon non-participant, non-judgemental observation of five teachers in different schools. It is anaturalistic investigation. The results of the observations were usedto effect change within the classrooms through adaptation rather thanthrough imposition of solutions. The foci of the observations werethe role of the teacher and the range of counting experiences offered to six randomly chosen target children within each class. After nineobservations over two school terms the target children undertook seventests to assess their performance on various aspects of counting. Theresults showed that although there were significant differencesbetween the teachers there was no significant difference between thetest items. This is consistent with the view that counting skills arenot independent entities. Counting activities were designed by the researcher which would extend the counting experiences offered by each teacher. These formed part of a co-operative, school-based, teacher-researcher INSET programme. They involved the development of POSITIONAL concepts in counting, using numerals to represent number words, using ACTIVE and STATIC number lines and tracks, improving subitizing skills, using counting techniques in the solution of ACTIVE WORD PROBLEMS, using numbers as discrete labels and as points on a continuum. The design ensured children actively participated as co-operative class or group members and provided the opportunity for discussion between and with children. It also addressed the problem of matching activities to the teacher's organisational framework.
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Coy, Benjamin R. "Pitch Performance: A Rational Approach to the Acquisition of Intonation Skills." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338080884.
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Childers, Stephanie Angel. "The relationship between social skills and language acquisition in West Virginia." Huntington, WV : [Marshall University Libraries], 2001. http://www.marshall.edu/etd/descript.asp?ref=42.
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Conner, Dianna Holden. "Social skills training for individuals with schizophrenia: Evaluation of treatment outcome and acquisition of social and cognitive skills." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4713/.
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Social and cognitive skill acquisition were evaluated in 33 (male=24, female=11) outpatients with schizophrenia or schizoaffective disorder. A social skills training treatment group (n=19) was compared to a wait-list control (n=14). Participants' mean age was 41 years, mean number of hospitalizations 10.4, and mean number of years with diagnosis 15.8. Assessment measures included WAIS-III Picture Arrangement subtest, Social Cue Recognition Test, COGLAB, WMS-III Word List subtest, and SADS-C. Results did not support the main hypotheses of improved social and cognitive skills in the treatment group. Participants with better memory and attention at pre-testing also did not show an advantage in social skills improvement. Contrary to hypotheses, the control group improved the most on some social and cognitive measures. Several supplemental hypotheses yielded the following results: lack of volunteer participation from paranoid schizophrenia individuals; evidence that schizoaffective disorder participants may be less cognitively impaired and better able to benefit from social skills training; and younger, less chronic participants with better attentional capacities may benefit most from social skills training. Findings are discussed in light of the possibility that improving social skills might not improve social and cognitive functioning, at least with the dosage of social skills training provided in this study. Limitations such as a sampling bias and small study size are also considered as possible explanations for the pattern of findings. Clinical and research implications are discussed to apply and extend the current findings.
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Murdock, Jennifer Leigh. "Online versus on-campus basic skills course a comparison of skills acquisition, course effectiveness, and learning community engagement /." Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1338913351&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Tincher, Amber. "THE EFFECTS OF BEHAVIOR SKILLS TRAINING ON ACQUISITION OF SELF-INSTRUCTIONAL SKILLS FOR ELEMENTARY STUDENTS WITH INTELLECTUAL DISABILITY." UKnowledge, 2018. https://uknowledge.uky.edu/edsrc_etds/56.
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Research demonstrates that video modeling and visual activity schedules have been effective in teaching students with disabilities a variety of skills. However, the instructional procedures used to teach students to acquire the necessary skills to perform the tasks can take time for the students and the instructors. A behavior skills training package was investigated within a multiple probe design across students to determine if four elementary aged students with intellectual disability, with and without autism spectrum disorder, could acquire self-instructional skills. The dependent variables in the study were the effects of behavior skills training on the acquisition of self-instructional skills and the effects of video activity schedules on the acquisition of novel skills. The independent variable was behavior skills training. Three students were able to acquire the self-instruction skills in an effective and efficient manner using behavior skills training. After learning how to navigate the video activity schedules, three students were able to generalize and maintain the self-instruction skills to learn novel tasks. The results suggest that behavior skills training may be an effective instructional strategy for teaching self-instructional skills to students with intellectual disability.
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Guio, Jaimes Juan Manuel. "Analysis of the process of acquisition of skills and competencies in Spain." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/441744.
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This thesis has provide a thorough analysis of the factors that influence the decision process of educational acquisition and an individual's permanence in the school system, first from the perspective of factors closely related to the students' environment; and second, by analysing the effect of economic conditions and the labour market on the schooling decisions of individuals. This thesis also have examined how these competencies and skills are remunerated differently in the labour market, according to the quality of the match between the required occupational characteristics for the job and the occupational endowments of the individuals, and their gender.
This thesis comprises four chapters, in addition to this introduction, representative of three separate studies, and the conclusions. The first study (Chapter 2) is entitled “The evolution of school failure risk during the 2000 decade in Spain". It seeks to provide an overview of the evolution of the factors that have had a significant influence on the risk of school failure by focusing on personal, household and school characteristics. A multilevel logistic regression analysis was applied to the 2000, 2003, 2006 and 2009 PISA databases. The findings show that, when considering students' reading skills, males are twice as likely as females to drop out of school, and that immigrant students are at a higher risk of dropping out than native students are. Household characteristics have a strong positive influence and so reduce the risk of school failure, while school-related variables have only a negligible effect on school failure.
The second study (Chapter 3), “Labour markets, academic performance and school dropout risk: Evidence for Spain" provides a better understanding of the links between labour market conditions and academic performance by disentangling the effects of unemployment. The contribution of this study is, therefore, threefold: first, it provides new evidence on the link between labour market conditions and educational decisions; second, it quantifies separately the two effects of unemployment on academic performance at age 15; third, it analyses the heterogeneous impacts of the “family" and “local labour market" effects, proxied through the unemployment rate of the school community. The analysis of the impact of unemployment on academic performance is performed through hierarchical linear regressions (HLR). Results show that academic performance at age 15 is affected by labour market conditions, and, at the same time, previous performance determines future educational decisions. Thus, these results highlight the sensitivity of students' educational decisions and academic performance to shifts in the labour market.
The third study (Chapter 4), “The effect of overeducation and overskill on the gender wage gap: A cross-country analysis" performs a comparative analysis of the gender wage differentials for a group of OECD countries considering the incidence of overeducation and overqualification, and determines the extent to which differences in the gender wage gap may be attributed to educational and skills mismatches. The contribution of this study is thus twofold: first, it provides new evidence on the link between occupational mismatch and the gender wage gap; second, it explores the factors behind cross-country differences in the gender wage gap. We use Mincer wage equations, controlling for sample selection bias, in order to estimate differences by gender in the effects. We then apply Oaxaca-Blinder decompositions to determine the effects of overeducation and overskill on the gender wage gap. Finally, a Machado-Mata (2005) [85] quantile regression approach is performed at the country level. Results show that: i) overeducation has a negative effect on wages and that this effect is larger for women; ii) overskill also has a negative effect on wages, but differences by gender are less evident; and, iii) most of the gender wage gap is explained by the different returns by gender of the productive characteristics of workers, occupational mismatch being one of the factors that increases this gap.<br>Esta tesis ha proporcionado un análisis exhaustivo de los factores que influencian el proceso de decisión de la adquisición de educación y de la permanencia de los individuos en el sistema escolar, primero desde la perspectiva de factores estrechamente relacionados con el ambiente de los estudiantes, y segundo, analizando los efectos de las condiciones económicas y del mercado de trabajo en las decisiones educativas de los individuos. Esta tesis también ha examinado como estas competencias y habilidades son remuneradas de forma diferenciada en el mercado de trabajo, de acuerdo con la calidad del emparejamiento entre las características ocupacionales requeridas para el empleo y las dotaciones ocupacionales de los individuos y sus géneros.
Esta tesis comprende cuatro capítulos en adición a la introducción, representativos de tres estudios separados y las conclusiones. El primer estudio (Capítulo 2) es titulado “The evolution of school failure risk during the 2000 decade in Spain". Busca proveer una visión general de la evolución de los factores que han tenido una influencia significativa sobre el riesgo de fracaso escolar al enfocarse en características personales, del hogar y de la escuela. Un análisis de regresión logística multinivel se utilizó para las bases de dato PISA del 2000, 2003, 2006 y 2009. Los resultados sugieren que, cuando se consideran las habilidades lectoras de los estudiantes, los hombres tienen una propensión dos veces mayor que las mujeres de abandonar la escuela antes de tiempo, y que los estudiantes de origen inmigrante enfrentan un mayor riesgo de abandono escolar que los estudiantes nacionales. Las características del hogar tienen una fuerte influencia positiva y por lo tanto reducen el riesgo de abandono escolar, mientras que las variables relacionadas con las escuelas tienen un efecto insignificante sobre el fracaso escolar.
El segundo estudio (Capítulo 3), “Labour markets, academic performance and school dropout risk: Evidence for Spain" permite un mejor entendimiento de los nexos entre las condiciones del mercado laboral y desempeño académico al separar los efectos del desempleo. La contribución de este estudio es, por lo tanto, triple: primero, provee nueva evidencia sobre la relación entre las condiciones del mercado de trabajo y las decisiones educativas; segundo, cuantifica de forma separada los dos efectos del desempleo sobre el desempeño académico a los 15 años; tercero, analiza los impactos heterogéneos de la “familia” y el “mercado de trabajo local”, este último representado a través de la tasa de desempleo de la comunidad escolar. El análisis del impacto del desempleo sobre el desempeño académico se realiza por medio de regresiones jerárquicas lineales (HLR). Los resultados demuestran que el desempeño académico a los 15 años está afectado por las condiciones del mercado de trabajo, y, que al mismo tiempo, el desempeño previo determina las decisiones educativas futuras. Por lo tanto estos resultados destacan la sensibilidad de las decisiones educativas de los estudiantes y su desempeño académico a cambios en el mercado laboral.
El tercer estudio (Capítulo 4), “The effect of overeducation and overskill on the gender wage gap: A cross-country analysis" realiza un análisis comparativo de los diferenciales en la brecha salarial por genero para un grupo de países de la OCDE, considerando la incidencia de la sobre educación y la sobre calificación, y determina hasta qué punto las diferencias en la brecha salarial por genero pueden ser atribuidas a desajustes educativos y de habilidades. La contribución de este estudio es por lo tanto doble: primero, aporta nueva evidencia del vínculo existente entre desajustes ocupacionales y la brecha salarial entre géneros; segundo, explora los factores subyacentes en las diferencias salariales de hombres y mujeres entre países. Se utilizan ecuaciones salariales mincerianas, controlando para sesgos en la selección de la muestra, con el propósito de estimarlas diferencias por género en estos efectos. Posteriormente se aplica una descomposición Oaxaca-Blinder para determinar los efectos de la sobre educación y del exceso de habilidades en la brecha salarial por género. Finalmente, una regresión cuantílica de tipo Machado-Mata se realiza a nivel de países. Los resultados muestran que: i) la sobre educación tiene un efecto negativo en los salarios y este efecto tiene una mayor magnitud para las mujeres; ii) el exceso en las habilidades también tiene un efecto negativo sobre los salarios, pero las diferencias por género son menos evidentes; y iii) la mayor parte de la brecha salarial por género esta explicada por la diferencia en los retornos por género a las características productivas de los trabajadores, siendo el desajuste ocupacional uno de los factores que incrementa esta brecha.
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Ahlberg, Gunnar. "The role of simulation technology for skills acquisition in image guided surgery /." Stockholm : Department of Surgical Sciences, Karolinska institutet, 2005. http://diss.kib.ki.se/2005/91-7140-331-0/.
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TSUCHIDA, Nuio, Shigeru OKUMA, Tatsuya SUZUKI, Soichiro HAYAKAWA, Yoshimichi MATSUI, and Jong-Hae KIM. "Acquisition and Modeling of Driving Skills by Using Three Dimensional Driving Simulator." Institute of Electronics, Information and Communication Engineers, 2005. http://hdl.handle.net/2237/14989.
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Kapuscinsky, Hatch Karen. "Acquisition of foraging skills in juvenile ringdoves : who do they learn from?" Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61178.
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This thesis seeks to determine if juvenile birds preferentially select foraging information from their parents, by examining the acquisition of novel food-finding skills in juveniles of a flock-feeding species, the ringdove (Streptopelia risoria).<br>The first experimental examined the flock feeding behaviour of juvenile ringdoves foraging in a small aviary flock composed of kin and non-kin; frequencies of local enhancement, food begging and aggression were recorded, as well as the individuals that the juvenile associated with while searching for food. Juvenile ringdoves foraged significantly more often with their kin and were aggressed more by non-kin. The last three experiments tested juveniles on three components of foraging: novel food type, environmental colour cues associated with food and novel food-searching techniques. All three involved a choice-test where the juveniles had their father and an unrelated flock member as demonstrators. All three choice-tests showed there was no preference for selecting either demonstrator's solution. Juvenile doves in the field may appear to learn from their parents simply because they associate more with them. (Abstract shortened by UMI.)
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Rose, Dennis J. "The effect of practice on the acquisition and maintenance of teaching skills." Thesis, University of Canterbury. Education, 1994. http://hdl.handle.net/10092/813.
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Teachers sometimes fail to use previously acquired teaching skills. A review of studies which had examined the maintenance of teaching skills found that some training programmes which used skill practice and feedback on performance were successful in achieving maintenance. The present study was designed to test the effect of practice and feedback in diverse settings on the acquisition and maintenance of teaching skills. The following skills were selected for training: 1. Increasing the use of approval and decreasing the use of disapproval. 2. Increasing the use of feedback and decreasing the use of criticism. 3. Using wait-time: (a) after asking a question and before calling on a student to answer, (teacher wait-time) and (b) after a student response has finished (pupil wait-time). Repeated measures were made of nineteen student teachers teaching during a six week student teaching practice prior to the training course and again immediately following it. Ten of them, who also secured teaching positions, were observed when teaching in their own classrooms. During the training course, the subjects practised some skills until the training targets had been achieved five times in each of two settings (the 2 X 5 treatment). They practised the remaining skills until the training targets had been achieved two times in each of two classroom settings (the 2 X 2 treatment). The subjects observed one another practise and the results of these observations were used to provide them with performance feedback. There was a general training effect although there was no treatment effect for the amount of practice. More maintenance was found when the subjects became employed as classroom teachers than was observed immediately after training. More skills were maintained when there was a match between the class level being taught and the class level practised with during training. Feedback was maintained by most subjects while teacher wait-time and low rates of criticism were maintained by the fewest subjects. It was hypothesized that the subjects had previously been subjected to thousands of hours of observational learning of teacher behaviour and that a brief training course may not have had sufficient impact to counter such prior learning. It was also hypothesized that there were unidentified stimuli, context variables and sources of reinforcement controlling the performance of particular skills by individual subjects. It was concluded that future research in this field should seek to identify these sources of stimulus control.
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Lord, David. "The acquisition of programming skills : effects of learning style and teaching method." Thesis, Lancaster University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389938.
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Pope, Derwin Brent. "Predictors of acquisition of Russian language listening skills by army intelligence specialists." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39863.
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Franco, Amy C. "The Relationship Between School Mobility and the Acquisition of Early Literacy Skills." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1365093752.
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Cheng, Chenxi. "The bilingual acquisition of compound words and its relation to reading skills." College Park, Md. : University of Maryland, 2008. http://hdl.handle.net/1903/8093.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.<br>Thesis research directed by: Dept. of Human Development/Institute for Child Study. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Guagnano, Delia. "Bilingualism and cognitive development: a study on the acquisition of number skills." Doctoral thesis, Università degli studi di Trento, 2010. https://hdl.handle.net/11572/368038.
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Growing up as bilingual seem to exert some positive and negative effects on general cognitive functioning. Positive gains concern a earlier maturation of the attentional system in childhood and its later decline in adulthood. Bilinguals have been shown to be advantaged , compared to their monolingual peers in tasks requiring control of attention: they are more accurate in judging the grammaticality of sentences (Bialystok et al.1986); faster in the Attentional Network Test and in the Simon task (Costa et al 2007; Bialystok et al.2005).On the other hand bilinguals are disadvantaged in t asks requiring speech production : they are slower in acceding to the lexical representation of words (Ivanova, Costa,2007); they exhibit more tip of the tonguge states (Gollan & Silvenberg, 2001) and they show lower rates in retrieving verbal stimuli (Gollan,2002).If bilingualism can exert these influence sin boosting and hampering these so general cognitive functions, bilinguals children might also show these effects across domains.We surveyed the presence of these advantages and disadvantages in a domain so relevant as it is speaking two languages that is the number field. Bilinguals and monolinguals children were asked to perform three different number tasks: number Stroop, verification and dot counting.Unlike in the study of Bialystok et al. (2004; 2005) who employed a classical Stroop task, no difference was found between mono- and bilinguals as for the number Stroop effect. In the verification task, an associative confusion effect was found in the bilingual but not in the monolingual group. Finally, when children were asked to count, bilinguals performed equally well as their monolingual peers in counting items in the subitizing range only, whereas they were slower than their peers when they counted from 4 to 9 dots. This latter result, in particular, is consistent with many psycholinguistic studies claiming that bilinguals are disadvantaged in tasks requiring lexical access (Costa & Caramazza, 1999), and extend them to the number processing domain.
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Guagnano, Delia. "Bilingualism and cognitive development: a study on the acquisition of number skills." Doctoral thesis, University of Trento, 2010. http://eprints-phd.biblio.unitn.it/203/1/Guagnano_phd_Dissertation.pdf.
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Growing up as bilingual seem to exert some positive and negative effects on general cognitive functioning. Positive gains concern a earlier maturation of the attentional system in childhood and its later decline in adulthood. Bilinguals have been shown to be advantaged , compared to their monolingual peers in tasks requiring control of attention: they are more accurate in judging the grammaticality of sentences (Bialystok et al.1986); faster in the Attentional Network Test and in the Simon task (Costa et al 2007; Bialystok et al.2005).On the other hand bilinguals are disadvantaged in t asks requiring speech production : they are slower in acceding to the lexical representation of words (Ivanova, Costa,2007); they exhibit more tip of the tonguge states (Gollan & Silvenberg, 2001) and they show lower rates in retrieving verbal stimuli (Gollan,2002).If bilingualism can exert these influence sin boosting and hampering these so general cognitive functions, bilinguals children might also show these effects across domains.We surveyed the presence of these advantages and disadvantages in a domain so relevant as it is speaking two languages that is the number field. Bilinguals and monolinguals children were asked to perform three different number tasks: number Stroop, verification and dot counting.Unlike in the study of Bialystok et al. (2004; 2005) who employed a classical Stroop task, no difference was found between mono- and bilinguals as for the number Stroop effect. In the verification task, an associative confusion effect was found in the bilingual but not in the monolingual group. Finally, when children were asked to count, bilinguals performed equally well as their monolingual peers in counting items in the subitizing range only, whereas they were slower than their peers when they counted from 4 to 9 dots. This latter result, in particular, is consistent with many psycholinguistic studies claiming that bilinguals are disadvantaged in tasks requiring lexical access (Costa & Caramazza, 1999), and extend them to the number processing domain.
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Kontogiannis, Thomas. "Training for optimising internal task transfer in the acquisition of process control skills." Thesis, Loughborough University, 1989. https://dspace.lboro.ac.uk/2134/15365.
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The aim of this thesis is to investigate the acquisition of different elements of process control skills and how the transfer between task elements contributes to the acquisition of the overall task. Process control tasks are very complex cognitive tasks consisting of a number of subordinate task elements such as procedure-following, diagnosis, & monitoring, whose execution must be planned carefully in order to meet the system goal. In the past, research emphasis has focused upon training these subordinate tasks separately, ignoring the possibility that performance at one element would benefit from or interfere with mastery of another. Understanding these possible 'internal transfer' phenomena will influence training design. It would also influence issues of work design, including allocation of functions, since tasks designed to enable practice of the constituent elements to support each other would counterbalance problems associated with infrequent use of skills in automated plants. This thesis has focused upon the development of training methods to optimise transfer of knowledge and skills, assisting trainees to integrate different task elements within the overall process control task they need to master. The transfer of training literature was reviewed in order to identify major variables influencing transfer. To provide a framework for utilising previous empirical findings in examining transfer of complex process control skills, a model of Hierarchical Task Analysis was developed which described the task in terms of a limited number of operations and plans. A major hypothesis put forward in the thesis is that 'task elements with similar forms of plans and operations may prompt an individual to adopt similar cognitive processes and transfer will be observed'. The size of transfer, however, would be determined by the learning conditions under which the original task elements were acquired. To examine the influence of learning conditions upon transfer of task elements, four training methods were developed based upon a theoretical model of transfer which was integrated with the hierarchical task analysis. A large scale experiment was conducted in order to investigate the effects of the four training methods upon learning two similar tasks, in the context of starting-up a distillation column. This task was simulated in a microcomputer. The two tasks were designed to share common task elements but were different in terms of the required product specifications. Twenty-eight postgraduate students took part in a training course which lasted for eight hours approximately. The subjects were assigned to the following four experimental conditions: (i) the procedures-group which was provided with efficient procedures; (ii) the analysis-group which received additional explanations about the interaction of goals described in the procedures; (iii) the model-group which was provided with a structural model of the plant, but with no procedures; and (iv) the practice-group which learned the tasks by practice and which was used as a control condition. The model of learning was used to make transfer predictions and generate five experimental hypotheses which were tested in the main study; one hypothesis was concerned with the acquisition of the original task, two of them with the transfer of task elements and the other two with nonspecific transfer effects. For a number of performance measures such as speed, control performance and economy of operation, the procedures- and analysis- groups performed the original task better than the other groups. The model-group was faster than the practice-group; however, their control and economy aspects of performance were equivalent. An 'in-depth' analysis of the control actions and verbal protocols showed that the model-group continued to experiment with' the process, putting into practice the theory of plant which was taught to them. Performance at the transfer task indicated that all groups performed better than the practice-group, which provides support for the hypothesis that 'task elements similar in form may prompt an individual to adopt similar cognitive processes and transfer may occur'. However, the procedures-group degraded its performance and appeared to be inferior to both the analysis- and modelgroups, which may indicate that some kind of extrinsic information in the form of planning or conceptual knowledge would be required to optimise transfer. On the other hand, the analysis-group was faster than the model-group, but no significant differences were reported with respect to other measures of performance. On practice with a successive transfer task of the same kind, the observed patterns of performance changed. Only the analysis-group was significantly better than the practice-group, the other groups having scored in between these two groups. This finding has highlighted the role of practice in an interactive learning environment provided by the plant simulator. Although the experimental design attempted to control for nonspecific transfer effects by maximising the number of 'common' task elements between the original and transfer tasks, the individual differences observed and the changes in the kind of plans developed by trainees have indicated that such transfer effects have actually taken place. This was expected to occur to a certain extent, and two hypotheses had been formulated in order to examine this issue by looking into the types of planning and conceptual knowledge which supported transfer. As it was expected, the analysis- and model- groups achieved higher nonspecific transfer scores than the other groups which were measured in terms of the amount of disturbance caused to previously established parameters and the number of questions answered in a questionnaire administered in the end of the study. An interesting result, however, was that the practice-group appeared to be better than the procedures-group in this respect; this may be accounted for by the fact that the former group was more actively engaged in learning the original task. Finally, the thesis has investigated the transfer of the three subordinate goals common to both the original and transfer tasks. An important factor which has influenced the different degrees at which these goals were transferred was the degree of flexibility entailed in their performance. The thesis concludes with an evaluation of its own approach and suggestions for future research.
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Brunello-Prudencio, Loreta A. "Knowledge and communication skills training for high school students with learning disabilities for the acquisition of self-advocacy skills." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58985.pdf.
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Francesco, Beth. "Wanted: an Exploration of Journalism Skills Acquired Through Student Media Experiences." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc500179/.
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Collegiate newsrooms serve two functions: to provide news and information to their campuses and to provide hands-on career preparation for student journalists. Student media professionals face having to do the latter in a way that keeps up with changing demands on entry-level employees, influenced by evolving technology and role consolidation within professional media. This study provides perspective from recent graduates with student media experience on the skills they felt most confident in upon graduating, where they gained those skills, and how they feel their student media experiences prepared them for the workplace. Using Everett Rogers’ theory of innovation diffusion to frame the issue, results show that student media professionals must recognize their roles as the change agent in shaping and pushing the opportunities to develop digital skills expected of entry-level journalists.
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Campbell, Nancy. "Literacy and the teaching of English as a foreign language : a skills approach." Thesis, University of Strathclyde, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278550.
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Bravo, de Romero Milena. "The reading strategies of Venezuelan university students when reading in Spanish (L1) and in English (L2)." Thesis, University of Essex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310089.
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Michie, Amanda Mary. "The acquisition of competence in social and community living skills : studies on the relationship between acquisition of competence and social and emotional adjustment; the issue of maintenance; and methods of training." Thesis, University of Dundee, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.359512.
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Ugen, Sonja. "Acquisition of reading and spelling skills of German-French biliterate children in Luxembourg." Doctoral thesis, Universite Libre de Bruxelles, 2008. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210480.
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The general aim of this longitudinal study was to look at literacy acquisition of multilingual good and poor spellers (hereafter GS and PS) in German and French with a special emphasis on spelling. For this purpose GS and PS were selected in grade 2 in German and followed up to grade 4. The focus was on this period as in Luxembourg literacy is acquired through German from the first grade and written French from grade 3 on. The interval between grades 2 and 4 thus represents a critical period for written second language acquisition. The native language of the children, Germanic (e.g. Luxembourgish) or Romanophone (e.g. Portuguese), adds another linguistic characteristic. Research focused at the development of biliteracy but some multilingual aspects were analyzed.<p><p>Abstract The first two studies differentiate between top-level processes related to semantics (e.g. vocabulary) and bottom level processes implied in literacy (e.g. spelling). The first two studies established that the native language has an impact on reading comprehension as Germanic speaking children have an advantage on German tasks and Romanophone children an advantage on French tasks. By contrast, performances on bottom-level processes such as spelling and reading are not influenced by the native language. Structural equation models revealed that German top-level processes did not influence French top-level processes. Concerning bottom-level processes however, there was an influence from one academic year on the following as well as from German on French. <p><p>Abstract The last three studies focused on differences between biliterate GS and PS in German and in French. The third study examined the reading and spelling strategies (e.g. the application of orthographic rules) that both groups of children acquired in German and in French. Although GS outperformed PS, their overall reading and spelling performance patterns were different in German than in French. GS applied orthographic rules more systematically than PS in German. In French, both groups were strongly affected by frequency effects. The word frequency effect appeared clearly in French, showing that after one year of instruction children strongly rely on the orthographic lexicon for spelling and do not apply orthographic rules systematically. Study 4 establishes the link between the recognition and production of orthographic features. PS's performance is similar to GS's on orthographic judgments and for spelling they produce the same type of errors, showing GS and PS are sensitive to the underlying regularities of the orthography. However, PS produced more errors overall compared to GS. It seems that GS passed the level of automatic use of the most prominent response, whereas PS use the dominant responses as default spelling. In the last study, the emphasis was on GS and PS in French after two years of instruction in grade 4. GS and PS were re-classified to new groups according to their spelling performance in French. GS in French used more French specific phoneme-to-grapheme correspondences in a nonword dictation than PS. PS in French used more German phoneme-to-grapheme correspondences in the French and German nonword dictation. It seems that PS in French rely more on the phoneme-grapheme correspondences of the first acquired and thus dominant language (German). In the general discussion, the previously presented results are summarized and a theoretical model of bilingual spelling is proposed.<br>Doctorat en sciences psychologiques<br>info:eu-repo/semantics/nonPublished
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Lange, Thomas Wilhelm Karl. "Government intervention and the acquisition of workforce skills in Germany, Europe and beyond." Thesis, Staffordshire University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396434.
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