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<p>In the first part of this thesis we present a C++ implementation of an improved O(n log n) algorithm to compute runs, number of primitively rooted distinct squares, and maximal repetitions, based on Crochemore's partitioning algorithm. This is a joint work with Mei Jiang and extends her work on the problem. In the second part we present a C++ implementation of a linear algorithm to compute runs based on the Main's, and Kolpakov and Kucherov's algorithms following the strategy:</p> <p>1. Compute suffix array and LCP array in linear time;</p> <p>2. Using the suffix array and LCP array, compute Lempel-Ziv factorization in linear time;</p> <p>3. Using the Lempel-Ziv factorization, compute in linear time some of the runs that include all the leftmost runs following Main's algorithm;</p> <p>4. Using Kolpakov and Kucherov's approach, compute in linear time the rest of all the runs.</p> <p>For our linear time implementation, we partially relied on Jonathan Fischer's Java implementation.</p> / Master of Science (MSc)

This is a mixed-methods study investigating the effects of oral repetition tasks on Japanese students' use of lexcial phrases in communicative EFL instruction. The quantitative study showed that oral repetition facilitated the students' short-term memory of target lexical phrases but it did not translate into their long-term memory or use of the phrases. The qualitative study indicated that the participants perceived interpersonal conversations and small-group discussions in English as enjoyable and useful activities. / CITE/Language Arts

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The effects of intraserial repetition were tested using a probeless memory search task. Reaction time was facilitated in Experiments II and III only if the task involved alphabetical comparisons suggesting that repetition affects a comparison stage. The results of Experiment III revealed that the location of an item and its repeat in the set is an important variable since repetition effects were found only if the item and repeat were adjacent in the set. The results were supportive of an information reduction model in which stimulus sets containing repetition are reduced. Set reduction occurs more readily for the adjacent repetition condition due to the identical items being perceptually distinct. Support for a trace strength model prediction that only repeated target letters would facilitate RT was not found. / Master of Science

A multimethod approach was used to gain a better understanding of teachers' beliefs about retention in grades K-7. The participants in this study were the 135 classroom and specialty teachers in one school division (with six elementary schools, K-7). Two survey instruments were developed: (a) the Teacher Retention Belief Questionnaire designed to obtain teachers' explicit beliefs about retention, and (b) the Retention Decision Simulation designed to indicate the influence of academic performance, social maturity, ability, gender, size and age on the decision to retain students. Interviews were conducted with 36 classroom teachers representing a cross section of grade levels and retention practices to discover how teachers make retention decisions. Findings suggest that teachers at all grade levels believe retention is an acceptable school practice and one they reserve the right to use. They believe retention prevents students from facing failure in the next higher grade. Teachers at all grade levels share common beliefs about the benefits for students retained in grades K-3, but are less certain about the positive effects of retaining students in grades 4-7. Academic performance of the student is a key factor in determining whether a student will be promoted, but a number of other factors including maturity, ability, age, size, and effort, also influence teachers' decisions. Findings suggest that immaturity is a more important factor for K-3 teachers and low motivation and effort are more important for 4-7 teachers. Interview data reveal that while factors such as ability may be important in determining whether a child is retained, teachers interpret such factors differently. Essentially most teachers retain students because they believe they are doing what "is in the best interest of the child." For some teachers this means giving the child time to develop academically or socially. For other teachers this means teaching the child the work ethic, if the child does not put forth effort, the child is retained. / Ph. D.

Clinicians rely on perceptual analysis in the assessment and diagnosis of motor speech disorders. However, connecting perceptual measures to quantitative data has proved challenging. This study uses correlational analyses to explore the relationship between perceptual, acoustic, and kinematic measures. Twenty typical speakers provided speech samples of rapid syllable repetition and speech tasks, which were then rated by 12 listeners for precision and steadiness on a visual analog scale. Data was analyzed to identify significant correlations between the measures. We found evidence of a modest perceptual-acoustic relationship, with results suggesting that acoustic rate may be correlated with perceptual features. Our findings also suggest a significant perceptual-kinematic relationship, as several kinematic measures of displacement demonstrated significant correlations with precision and steadiness ratings. We found that speakers with more consistent speech movements received higher steadiness ratings, and speakers with faster articulatory movements were rated as more precise. This study supports the use of perceptual analysis in clinical practice and points towards establishing connections between perceptual, acoustic, and kinematic measures used in speech analysis.

published_or_final_version / Education / Master / Master of Education

D’après les théories inférentielles de la perception, notre cerveau tire parti des régularités statistiques présentes dans l’environnement pour générer des prédictions qui façonnent nos contenus perceptifs. Le travail réalisé pendant cette thèse inclut 3 études principales, dans le but de caractériser les déterminants neuronaux des fausses perceptions et la nature des prédictions neuronales.Les erreurs perceptives pourraient résulter d’une tentative de notre système visuel d’expliquer des entrées sensorielles imprécises par une hypothèse erronée. Dans une 1ère étude en Imagerie par Résonance Magnétique fonctionnelle (IRMf), nous montrons que les fausses détections sont associées à un état imprécis et biaisé des circuits sensoriels avant la perception.La répétition d’une image génère une activité neurale diminuée (‘Repetition Suppression’) et des temps de réponse plus courts (‘amorçage’). Ces phénomènes pourraient résulter de mécanismes prédictifs, sous une prédiction implicite de répétition. Dans une 2nde étude IRMf, nous montrons que cette prédiction ne peut pas être modulée par l’expérience, ce qui suggère une implémentation locale. Dans une série d’études comportementales, nous montrons que l’amorçage est modulé par les prédictions, suggérant un mécanisme prédictif. Notre 2nde étude IRMf montre aussi qu’une région de moyen niveau sensible aux visages code des prédictions liées à l’identité, ce qui nous informe sur la nature des prédictions visuelles.Nos résultats montrent que notre perception est façonnée par l’interaction de nos entrées sensorielles avec l’état des circuits neuronaux avant stimulation, qu’il s’agisse de l’activité spontanée ou des stimuli précédents. / According to theoretical frameworks casting perception as inference, our brain can learn the statistical regularities present in the sensory world, and use this prior information to generate predictions, which in turn shape our perceptual contents. The work conducted in this PhD includes three main studies aimed at characterizing the neural determinants of misperceptions, as well as the nature of neural predictions. Perceptual errors may arise from an attempt of our visual system to 'explain' impreciseinputs with an erroneous hypothesis. In a first functional Magnetic Resonance Imaging (fMRI) study, we show that during a detection task, hallucinations are associated with animprecise and biased state of sensory circuits preceding sensation. Stimulus repetition is associated with decreased neural responses, known as Repetition Suppression, and shorter response times, known as priming. These phenomena may reflectpredictive mechanisms under an implicit prior over repetition. In a second fMRI study, we show that this putative prior cannot be changed by experience, suggesting a local, possibly hard-wired neural implementation. In a series of behavioral experiments, we show thatpriming is modulated by predictions, supporting a predictive account of this phenomenon. Our second fMRI study also shows that a mid-level face-sensitive region codes for exemplarspecific predictions, which sheds light on the nature of the predictions encoded along thevisual hierarchy. Altogether, our results speak to the dependence of perception on prior brain states. Both spontaneous activity in sensory circuits and previous stimulation interact with sensory inputsto shape our perceptual contents.

The purpose of this study is to determine factors which are contributing to the educational retardation of each child in a primary group in the Bloutstown Elementary School and to evaluate the results of a program inaugurated for the purpose of correcting these factors with recommendations for improvement. / Typescript. / "June, 1949." / "Submitted in Partial Fulfillment of the Requirements for a Master of Arts Degree." / Advisor: R. L. Eyman, Professor Directing Paper. / Includes bibliographical references (leaf [78]).