Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed January 5, 2010). PDF text: iv, 80 p. : ill. ; 613 K. UMI publication number: AAT 3359349. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis--University of Michigan. / Photocopy of typescript. Ann Arbor, Mich. : University Microfilms International, 1977. -- 21 cm. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 127-130).

Stuttering has been defined as an atypical disruption in the forward flow of speech (Conture, 2001). The onset of stuttering is reported to be 2 to 3 years of age; the age at which the child is first learning to communicate more frequently with words rather than nonverbal behaviors. Interestingly, this is also the time at which children seek interactions with others rather than the former tendency to play independently. Because of the overt nature of this disorder, the timing of the onset and its co-occurrence with significant social developmental shifts, stuttering has the potential to impact the child’s ability to make and maintain friendships. The purpose of this report is to investigate the impact of stuttering awareness on the friendship preferences of preschool children who stutter. / text

No description available.

Despite the fact that phonological awareness (PA) is one of the strongest predictors of reading acquisition, relatively little is known about its origins and development. Theories of spoken word representation and cognitive control were examined to explore the respective roles of linguistic and cognitive factors in the development of PA following debate in the research literature regarding the linguistic versus cognitive basis of PA. Pre-literate, kindergarten children were administered tasks assessing PA, spoken word representation in long-term memory, phonological encoding in working memory, and cognitive control at the beginning and end of the kindergarten year. At the end of grade one, the same children were administered tasks of reading in order to investigate the roles of PA and each of the linguistic and cognitive factors in the development of reading skills. While the ability to phonologically encode spoken words in working memory was a significant predictor of PA, spoken word representation in long-term memory and cognitive control were not causally related to PA. PA was the best predictor of the development of word identification skills in children; however, spoken word representation in long-term memory may play a role in the development of reading comprehension skills. These findings refute the theory of spoken word representation in long-term memory proposed by Walley (1993) and Fowler (1991) and suggest that the causal relationship between cognitive control and PA obtained by Tunmer et al. (1988) may be due to methodological shortcomings in their investigation. Finally, the theory that awareness of an awareness of phonemes arises from the acquisition of reading skills is challenged with the findings that pre-literate phoneme awareness is a significant predictor of reading ability approximately 18 months later. The implications of these findings for the diagnosis of reading disability and reading remediation are discussed.

In this master thesis I will present my research which explores the subject/object dynamics of selfawareness within relationships. My research question is this: “Do we have the ability to see ourselves as an object, and our partner as a subject?” To answer this question I have used the scientific method Q-methodology. Three couples (six subjects) have sorted 40 statements, according to four different sorting conditions. The sorting conditions were: "My perception of myself"; "My perception of my partner"; "My partner’s perception of them self" and "My partner’s perception of me". The participants sorted the statements by how much they agreed, disagreed or were neutral to the them. By doing this the participants were able to express their subjective experience of the topic, which again formed the basis for analysis and interpretation. The statements were generated based on theories concerning subject/object relation and communication, and adapted to the participant’s communication universe. Through factor analysis of the participants Q-sorts I extracted two distinct factors. The two-factor solution represented all participants and 23 of 24 sorts. The factor interpretation revealed that factor 1 has an evolved self-awareness, and views them self as an object and their partner as a subject. Factor 1 has an experience of mutuality in their relationship, and utilizes both verbal and non-verbal communication to obtain information about their partner. Factor 2 appears to be less self-aware and views them self as a subject and their partner as an object. The latter perceives them self as being part of an independent relationship, and primarily uses interpretation of non-verbal communication to obtain information about their partner. The result of the factor interpretation was debated in light of theory and possible implications of the factor views were discussed. / I denne masteroppgaven presenteres forskningsprosjektet mitt som undersøker selvbevissthetens subjekt/objekt dynamikk innenfor par relasjoner. Problemstillingen i oppgaven er: «Klarer en å se seg selv som objekt, og sin partner som subjekt?» For å svare på problemstillingen har jeg benyttet en Q-metodologisk forskningsmetode, og seks personer (tre par) sorterte 40 utsagn i henhold til fire instruksjonsbetingelser. Instruksjonsbetingelsene var: «Min oppfatning av meg selv»; «Min oppfatning av min partner»; «Min partners oppfatning av seg selv»; og «Min partners oppfatning av meg». Utsagnene ble sortert ut i fra om deltagerne var enige, uenige, eller nøytrale til dem. På denne måten fikk deltagerne uttrykt sin subjektive opplevelse av temaet, noe som dannet grunnlaget for analyse og tolkning. Utsagnene ble utformet med bakgrunn i teorier om subjekt/objekt relasjon og kommunikasjon, og ble tilpasset deltagernes kommunikasjonsunivers. Etter faktoranalyse av deltagernes Q-sorteringer ekstraherte jeg ut to distinkte faktorer. To-faktorløsningen representerte alle deltagerne, og 23 av 24 sorteringer. Faktorfortolkningen viste at faktor 1 har en stor grad av selvbevissthet, og ser på seg selv som objekt og på sin partner som subjekt. En opplever å være i en gjensidig relasjon, og benytter seg av både verbal og nonverbal kommunikasjon for å innhente informasjon om partneren. Faktor 2 er tilsynelatende lite selvbevisst, og ser på seg selv som subjekt og på sin parter som objekt. En opplever å være i en uavhengig relasjon, og benytter hovedsakelig tolkning av nonverbal kommunikasjon for a innhente informasjon om partneren. Resultatet av faktorfortolkningen drøftes opp mot teori, og mulige konsekvenser av faktorsynene diskuteres.

No description available.

This qualitative research project explores the multicultural awareness development of white counsellors. Participants for this study consisted of 16 multiculturally competent counsellors. The data was analyzed using grounded theory methodology. Early personal experiences with differences in which they were sensitized to social injustices were the most important contributor to their multicultural awareness development. This factor appeared to lay the foundation for an ongoing personal initiative to develop multicultural awareness in which they maximized what they could learn from their culturally diverse clients, work environments, coursework, supervision, and mentoring opportunities. Their personal initiative also inspired them to persevere despite the difficult emotions and conflict inherent in this developmental process.

Typescript. / Thesis (Ph. D.)--University of Hawaii, 1966. / Bibliography: leaves 71-74. / ix, 74 l illus., tables

Typescript. / Thesis (Ph. D.)--University of Hawaii, 1966. / Bibliography: leaves 69-74. / iv, 74 l illus., tables