Thesis--University of California, San Francisco. / On spine: The Status passage of elderly persons. eContent provider-neutral record in process. Description based on print version record.

Thesis (Ed. D.)--University of La Verne, 2003. / Includes bibliographical references (leaves 184-191).

Thesis (Ph. D.)--University of Chicago, School of Social Service Administration, August, 2001. / Includes bibliographical references. Also available on the Internet.

Thesis (Ed. D.)--University of La Verne, 2003. / Includes bibliographical references (p. 184-191).

Thesis (Ph. D.)--University of California, San Diego, 2003. / Vita. Includes bibliographical references (leaves 149-160).

This study used data from the 2008 wave of the Health and Retirement Study to examine variations in relationships among selected psychosocial characteristics, race/ethnicity and expectations of nursing home utilization in the United States, with a particular focus on Latino/a subgroups. This study sought to test a modified version of the Andersen and Newman model of health service utilization. Findings revealed that expectations of nursing home utilization remained lower among Latino/as than in the Non-Latino White sub-groups, even when levels of need, enabling, and predisposing factors were controlled for. However, for Mexican Origin respondents (who are often arbitrarily combined with other individuals of various Latino nationalities as one homogenous group) never differed significantly from the White reference group. The inclusion of the selected psychosocial characteristics (attitudes towards one's own aging, personal mastery, religiosity, and perceived family support/ family satisfaction) increased the explanatory power of regression models tested. Having a high sense of personal mastery, as well as having a more positive attitude towards one's own aging, were associated with lower expectations of nursing home use. An important implication of this study is that the Latino/a population in the United States should not be treated as a homogenous, pan-ethnic group, particularly in regards to health service use. Also, psychosocial characteristics are relevant when considering expectations for nursing home use

Working memory and long-term memory are two types of memory associated with children’s learning and academic performance. A number of memory models have suggested there is a relationship between working memory and long-term memory; however, there is a lack of empirical research measuring this relationship using standardized assessment tools. Further, there are currently no studies measuring this relationship in children. The purpose of this study was to investigate the relationship between children’s working memory (i.e., verbal working memory, visual-spatial working memory, verbal short-term memory, visual-spatial short-term memory, and the central executive) and long-term memory, using standardized assessment tools. The Automated Working Memory Assessment was used to measure working memory and the Woodcock-Johnson Tests of Cognitive Abilities – Third Edition was used to measure long-term memory. This study utilized secondary data from a larger SSHRC funded study. Participants included 41 children between grades 1 and 8. The majority of parents who volunteered to have their children participate identified them as having a disability (e.g., speech/language difficulty; learning disability). Kendall’s tau-b revealed statistically significant correlations between four areas of working memory (i.e., verbal working memory, visual-spatial working memory, visual-spatial short-term memory, and central executive) and long-term memory. Mann-Whitney tests revealed children with higher working memory abilities differed significantly from children with lower working memory abilities on measures of long-term memory. The findings from this study may have implications for both theory and practice. The relationship observed between working memory and long-term memory appears to align with widely accepted memory models (e.g., Baddeley, 2000; Dehn, 2008). The findings also suggest interventions designed to improve children’s working memory may have the potential to enhance long-term memory abilities.

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Within the last few decades there has been a push in the field of learning disabilities to identify students who have or who are at risk for learning disabilities as early as possible. Little to no research has been conducted on the long-term effects of age of first service provision for students with learning disabilities, however. Using multiple regression, this study will analyze data from the National Longitudinal Transition Study-2 (NLTS-2) to investigate the potential effects of age of first service provision on high school educational achievement and educational attainment in order to better understand the longer-term effects of the age of identification and age of intervention for students with learning disabilities. / text

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