Thesis (Ph. D.)--Indiana University, 1931. / Bibliography: p. 52-55.

Thesis (M. S.)--University of Canterbury, 2010. / Typescript (photocopy). Includes bibliographical references (leaves 56-62). Also available via the World Wide Web.

Thesis (M.Soc.Sc. Psychology)--University of Waikato, 2006. / Includes bibliographical references (leaves 101-115) Also available via the World Wide Web.

M.A. (Psychology) / Please refer to full text to view abstract

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Healthy aging has been associated with declines in executive functioning (EF) but it remains unclear how different subprocesses of EF are affected by age and by other possibly mediating variables. The principal aim of the present study was to investigate the effects of age and processing speed on three executive functions: set-shifting, planning, and attentional control. Four age groups (20-29 years, 60-69 years, 70-79 years, and 80-89 years) were compared on the Wisconsin Card Sorting Test (WCST), the DKEFS Tower Test, the Conner's Continuous Performance Test, and a Letter comparison test of processing speed. Results suggested that increased age was associated with decreased performance on most of the studied executive measures, but not all EF are equally affected by age. A slowdown in processing speed mediates some, but not all, decrements in executive performance. The results are interpreted in light of recent neuroimaging data on age-related changes in brain functioning. / by Maria Beatriz Jurado Noboa. / Thesis (M.A.)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.

This investigation compared achievement of boys and girls in second grade who were seven years old in June, July, and August of 1983 to the boys and girls in second grade who were eight years old in September, October, and November of 1983. The students were tested using the Iowa Test of Basic Skills using the following areas: reading, total math, and composite scores. The study also looked at the correlation of sex and age of students who had been retained in first grade. A comparison of teacher grades to standardized test scores and ability grouping was also presented. One way analysis of variance was applied to the test results. A chi square test of independence was conducted on students retained in the first grade to determine if interaction between sex and age was indicated. Older children scored higher in all three areas measured, while girls scored higher in reading. This may seem contradictory, but is not. Age was significant beyond the .05 level, while sex was significant beyond the .001 level. This difference is explained by the extremes in means for younger boys and older girls. Since first grade curriculum emphasizes reading, this gave girls a definite advantage over boys. Boys, however, scored significantly higher in math. The results indicate a need for restructuring curriculum to meet the needs of boys and girls. Younger boys in second grade scored the lowest in all areas tested, except math. These scores would have been even more significant if the boys who were not promoted to second grade could have been included in the second grade testing. These findings indicate that total developmental age is the most important factor when considering admission for school. A closer look should be taken at the requirements for school entrance. The factors that must be considered are chronological age, mental age, physical maturity, emotional and social maturity, behavior age, and sex.

In developing training for new technologies, designers encounter many options in an effort to increase system knowledge and produce effective system usage. Technological advancements do, however, provide the opportunity for more dynamic and interactive training methods. Moreover, technology may require the acquisition of time-sensitive skills. Many technologies have automatic shut-off or low-power functions, like the shutting off the backlight of a cell phone after 30 seconds. These system functions may lead to errors for novice users or for infrequent tasks. To develop effective training for time-sensitive tasks, the learner needs instruction on how to accurately perform the task at a particular pace. One potentially fruitful avenue of exploration is to provide the learning goal during training through the pace of the training materials. This presentation pace is the rate at which training tasks are presented to the learner during training; this pace may be fixed or self-regulated. The goal of the current study was to examine the role of presentation in learning a complex technology using four types of pacing for younger adults (Experiment 1) and older adults (Experiment 2). The results of this study show there seems to be a benefit of self-paced training for younger adults and older adults. These findings provide insight into future studies investigating the underlying mechanisms related to the benefits of self-paced training. Additionally, the findings have implications for the development of training paradigms for time-sensitive technologies.

Thesis (Ph.D.)--Arizona State University, 1998. / Adviser: Howard Sullivan. Includes bibliographical references.

Past studies showed that older workers maintained a high level of job performance despite declines in physical and cognitive abilities. The present research project aimed at examining the impacts of emotion regulatory and SOC (selection, optimization, and compensation) strategies in explaining how older workers manage to maintain a high level of job performance. Two studies were conducted to assess Chinese insurance sales workers' global and momentary employment of emotion regulatory and SOC strategies at work, and to compare the effectiveness of emotion regulatory and SOC strategies in predicting job performance for younger and older workers. Study 1 was a cross-sectional survey study and consisted of 355 insurance sales workers. Results showed that older adults reported higher employment of elective selection and optimization than did younger workers. Older workers' employment of elective selection and compensation, as well as suppression, was associated with higher job performance, however such association was not found among younger workers. Study 2 was a five-day experience sampling study. It consisted of 87 participants who carried a handheld computer that recorded their momentary employment of emotion regulatory and SOC strategies during their work. Results of the multilevel analyses revealed that older and younger workers varied in their use of cognitive reappraisal, elective selection, and loss-based selection across work-related situations with different levels of task difficulty. Older workers' greater use of the four SOC strategies and suppression in the sampling period was predictive of the post-sampling increase in sales commission. Among these strategies, elective selection contributed the most to the increase in insurance sales among older workers even after accounting for the impact of other strategies. Findings from this research project contribute to the understanding of Chinese workers' psychological adaptation in the face of age-related declines in cognitive abilities. They also revealed cultural differences in the effectiveness of emotion regulatory strategies in predicting job performance of older and younger workers. Moreover, these findings shed light on the types of recommendations that should be given to employers for modifying organizational policies and implementing appropriate training and development programs, to meet with the needs of the aging workforce. / Yeung, Yuen Lan Dannii. / Adviser: Helene H. Fung. / Source: Dissertation Abstracts International, Volume: 70-06, Section: B, page: 3821. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (leaves 76-86). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest dissertations and theses, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in English and Chinese. / School code: 1307.