This thesis has examined the hypothesis that sex differences in perception influence anagram problem solving. Specifically, an experiment was designed to study the effects of different letter sizes on the anagram problem-solving performance of male and female eighth grade subjects. It was postulated that males would outperform females under normal letter size conditions, but that females would perform at least as well as males when the anagrams were printed in large letters.The results showed that the female subjects’ performance was superior to the males under both experimental conditions. The results were discussed in terms of lack of experimental control for cognitive style and of possible individual differences in intelligence between the male and female subjects. Ideas were suggested for further research in this area.

Based on empirical evidence from numerous studies involving the cognitive components of creativity training, the Cognitive Processes Associated with Creativity (CPAC) scale was developed to efficiently and directly address the processes of brainstorming, metaphorical and analogical thinking, perspective-taking, imagery, incubation, and flow. An online pilot study (n = 226) and laboratory follow-up study (n = 120) collected responses to the newly created CPAC scale and a variety of other creativity measures. Overall, the results of this research indicate that the CPAC scale has many sound psychometric qualities, and the scale assesses creativity as a process variable. The data from both studies provide evidence for the construct validity of the scale, with a relatively stable factor structure reflecting the underlying theoretical subscales. A lack of relationships between the CPAC scale, social desirability, and several demographic variables suggested some evidence for divergent validity. There is mixed evidence for concurrent validity, as scores on the CPAC were not significantly correlated with product-focused measures of creativity but were significantly correlated with other previously established self-report creativity instruments. Further investigation of these findings indicated that different conceptualizations and design issues may be the reason for the nonsignificant results, and additional research in this area is needed. A deeper exploration of the relationships between the various self-report subscales led to a more vivid description of each cognitive process included in the CPAC, laying the foundation for a theoretical understanding of the similarities and differences of these processes. / Department of Educational Psychology

The purpose of this study was to examine the effect of written prequestioning on the reading comprehension scores of fifth graders in Orleans County, Vermont. To evaluate the effect of prequestions, the Sequential Tests of Educational Progress - Reading, Form 4A was adapted into two different forms, one with questions and/or incomplete statements before and after the passages of the test and one with only questions and/or incomplete statements at the end of each passage. The questions and/or incomplete statements placed before the passages were the same questions and/or incomplete statements placed at the end of passages on both forms.

No description available.

The purpose of the study was to examine the effects of mental practice on the shooting accuracy performance of male water polo players at three skill levels. Thirty-six right handed athletes from the Quebec League, assigned by experienced coaches to novice, intermediate and elite groups according to their overall water polo playing ability, served as subjects. They were tested on shooting accuracy by the average score of ten shots in the beginning of the study, after a two-week mental practice treatment, and after a one-week break with no treatment. / A 3 way ANOVA with repeated measures on the last factor was conducted on the shooting accuracy scores. Those who received the mental practice program had significantly higher post-treatment scores than their control group counterparts who had received a relaxation training program during the treatment period. As noted above, the experimental group improved significantly from Pre to Post1 test-time, and there was no change in performance between the two Post-tests. There was no significant difference in shooting performance between Intermediate and Elite skill groups but both of them scored significantly better than the Novice group.

No description available.

No description available.

Learning disabled boys were categorized on the basis of consistency of lowest WISC/WISC-R factor scores over time. The Consistent subgroup with lowest scores on factor 3 also displayed significant factor score discrepancy. The Inconsistent subgroup had varying lowest factor scores with no significant discrepancy, such variation not apparently related to a delay hypothesis. Patterns in the Consistent Factor 3 group could be suggestive of either a delay or deficit. / Group differences occurred frequently in patterns, rather than levels of performance, the Inconsistents displaying patterns similar to able learners. Disorders of sequential processing and abnormal right hemisphere specialization characterized the Consistent Factor 3 group, inefficient selective attention the Inconsistent group. Pervasive group differences in holistic versus sequential processing were related to the hemisphere specialization index and both were related to WISC-R discrepancy scores. Thus, factor score discrepancies may usefully define these subgroups. A model of hemisphere functioning was offered in explanation of these results.

No description available.

Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1990. / Includes bibliographical references (leaves 160-174) / Microfiche. / xi, 174 leaves, bound ill. 29 cm