Gestures have been shown to enhance memory recall for children and adults, but little research has investigated the benefits of gesturing to recall in older adult populations. While theory suggests that older adults may be less embodied, that their cognitive and perceptual processes may be less grounded in their sensorimotor capacities, the literature is unclear on whether or not gesturing is still associated with memory in this population. To test the effect of gesturing on recall we compare 58 younger (20-29 yrs) and 62 older (60-85yrs) adults’ performance on an episodic memory recall task (immediately, and at a 3-week delay) after randomly assigning participants to two conditions (instructed gesture or free gesture). In the free gesture condition participants were allowed to freely gesture while describing 26 3-second-long vignettes. Participants in the instructed gesture condition were additionally asked to provide meaningful gestures while providing descriptions to vignettes. Analyzing observational data from the free gesture conditions, we found that both immediately and at a delay, younger and older adults recalled more of the vignettes that they had spontaneously gestured for than those that they had not gestured for. When looking at the effects of instructing gesture, we found that asking older adults to gesture increased their overall recall of vignettes at a delay when compared to older adults left to freely gesture. The same increase to recall was not found for younger adults. These findings suggest that spontaneous gesturing at encoding is just as significant to episodic memory recall for older adults as it is for younger adults, and that asking older adults to gesture may additionally benefit episodic memory for older adults.

The present study compares the performance of volunteers and nonvolunteers in a 10-hour integrated series of management simulation exercises. It was hypothesized that there would be no performance differences in these two groups. Subjects were business students. Dependent measures were global ratings of management level and potential, as well as a behavioral checklist score. The results partially support the hypothesis. Volunteers performed significantly better on the global measures but not on the behavioral checklist. Differences on global measures were attributed to demand characteristics, whereas the behavioral checklist was not susceptible to this artifact. This finding raises doubts as to the usefulness of global measures and the validity of research based on them. Studies designed to upgrade and validate the behavioral checklist are needed.

Thesis (M. Ed. (Mathematics)) -- University of Limpopo, 2022 / The purpose of this study was to document my enactment of the five key strategies of assessment for learning in my mathematics classroom to account for learners' mathematical understanding. I used a constructivism teaching experiment methodology to explore learners' mathematical activities as they interacted in the classroom. Twenty-five learners from my Grade 10 mathematics class took part in the study. Data were gathered through classroom observations, written work samples from learners, and the teacher's reflective journal. My enactment of the five key strategies enabled learners to participate in classroom discussions, collaborate with their peers, and use self-assessment tools while engaging in classroom interactions. The major findings revealed that, through my enactment of the five key strategies, learners developed conceptual understanding, procedural fluency and strategic competence of the concepts taught. In addition, practices such as the development of lesson plans detailing how the five key strategies will be enacted in the classroom, use of comment – only feedback for grading learners’ work, creating a conducive learning environment to allow the use of peer and self-assessment allowed for a meaningful enactment of assessment for learning in my classroom. Strategies four and five, whose primary goal is to encourage learners' participation in the lesson, were critical in promoting learners' mathematical understanding.

Thèse numérisée par la Direction des bibliothèques de l'Université de Montréal.

Computer-aided design has been integrated into the design process primarily in the latter stages as a drafting tool for detailing and accuracy rather than incorporated into the early stages as a design tool for enhancing ideational fluency. Pencil-based design (i.e., hand drawing and sketching) has traditionally been the graphic medium in the ideation process to aid in externalizing and manipulating designers' ideas. The early, creative design phases require the design medium that is used during schematic ideation yield to the deSigner's needs in generating, communicating, and evaluating ideas (Marshall, 1992). The integration of the computer-based method into schematic ideation may impact the design process by possibly affecting the designer's creative abilities and the resulting creative aspects of the design solution. This study examined the products of creativity to determine if differences exist in creativity ratings of design solutions generated using two design methods - pencil-based and computer-based - in the preliminary design phases. Interior design students (n=40) used the two design methods and generated design solutions for a small restaurant project. An established instrument was used by eight design educators to evaluate the design solutions on creathlity and six other design merit aspects. The process of creativity was also examined and the perceptions of the interior design students were assessed regarding the use of the deSign methods and the influences on creativity. / Ph. D.

Psychobiomotor assessment refers to the use of a combination of psychological, biological, and motor-performance tests to comprehensively analyze the skills, attributes, and performance capabilities of athletes. The purpose of this study was to test the hypothesis that there are significant psychobiomotor differences between successful collegiate football players in the offensive backfield positions and those players who are rates as less successful in these positions. Subjects were 19 male volunteer tryouts (mean age = 20.5) for the positions of quarterback and halfback on the inaugural University of Central Florida football team. They were assessed on the physiological variable anaerobic capacity, they psychological dimensions measure by the Cattell 16PF, and also on four football-playing skills. Football-playing ability (the dependent variable) was assessed by coaches' ratings on 15 sub-variables determined to be important to the offensive backfield positions. Stepwise multiple linear regression analysis, utilized to give the best linear composite of the predictor variables to the dependent variable, resulted in a multiple correlation coefficient of .85 (p < .005). The prediction equation included four variables: conservativism, aggressiveness, anaerobic capacity, and pass-receiving ability. Thus, a significant 68% of the variance of football-playing ability was accounted for by the use of these four psychobiomotor variables. By using a validated test battery, team personnel, performance, profits, prestige, and effectiveness could be improved. Also, a better could be used to train current team members on areas of relative skill deficiencies.

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Thesis (M.Ed. (Community and Continuing Education)) -- University of Limpopo, 2022 / This study reports on the exploration of masters students’ experiences of research supervision at the University of Limpopo. The key research question was what are master students’ experiences of research supervision at the University of Limpopo? The study is aligned with an interpretive paradigm to interact with the participants directly in their natural setting. A qualitative research approach was deemed appropriate, using case study design. Participants were purposively sampled from the Faculties of Humanities, and Management and Law. The study sample was composed of twelve master students and twelve supervisors from the three schools in each faculty. The preferred techniques of collecting data were document analysis, semi-structured interviews and observations. The study has revealed that both master students and supervisors are experiencing challenges with regard to research supervision. Most of the schools apply the traditional research supervision model; there is insufficient printers for supervisors in different schools; supervisors are overloaded with teaching and supervision work and as such students get feedback on their research work after a long time; some supervisors do not sign a memorandum of understanding with students; students’ research proposals undergo many levels before they are approved. However, the university supports students financially; workshops and seminars for master students are conducted for knowledge enrichment and skills development and infrastructure for research supervision that includes a library, computer laboratory, a Centre for Academic Excellence and a postgraduate Centre is available. It is recommended that the university introduce a co-supervision model in schools where the traditional model of supervision is still predominant. This will be invaluable in allowing supervisors to share research supervision experiences. Supervisors should be provided with enough printers in their offices. Turfloop Research Ethics Committee should hold regular meetings to approve students’ proposals on time. Approval of research proposals should be at school, faculty and Turfloop Research Ethics Committee levels. Master students should sign a Memorandum of Understanding in the early stages of their studies to enhance students’ commitment. Supervisors should also be allocated less teaching work to allow them enough time to focus on research supervision.

Thesis (M.Ed. (Language Education)) -- University of Limpopo, 2022 / We live in a world in which communication plays a very crucial role in everything we engage in. The fact that the new Constitution of South Africa (Act No.200 of 1993) has given official status to the 11 major languages (something which was formerly granted only to English and Afrikaans) is irrefutable. In spite of all that, the English language has remained a major national language, as well as a Medium of Instruction in schools and universities in South Africa. However, effective communication has since been one of the most critical concerns in South Africa because English has been labelled as a nightmare. This is because the majority of learners at schools experience difficulties in acquiring Communicative Competence Skills in English, which is their Second Language (SL).The reality is, for one to communicate effectively, an individual should acquire Communicative Competence, which will enable him to engage with other people. To tackle this problem, there are effective and efficient strategies that need to be addressed. Literature reviews point out (a) the importance of the English First Additional Language (EFAL); (b) the challenges learners face at schools in acquiring Communicative Competence in English Second Language (ESL); and(c) solutions to overcome this situation. This study aimed at investigating the challenges experienced on the development of listening and speaking in EFAL. The study employed a qualitative Case Study design to investigate the challenges experienced on the development of listening and speaking in EFAL. Data for this qualitative case were obtained from interviews with learners and teachers. Observations were made at the two selected schools, and questionnaires were administered as well. The findings revealed various challenges that impede learners from developing Communicative Competence Skills in ESL. Learners do not understand English because their vocabulary in the language is limited. They also have challenges in pronouncing English words, and they cannot express themselves accurately in ESL because it is not their home language. Consequently, their proficiency in the language is low and impinges on their comprehension levels. It is recommended that teachers should ensure that they create a beneficial environment for learners to acquire Communicative Competence. Teachers should, in addition, introduce activities which will enable learners to communicate frequently. Learners should be given opportunities where they can read frequently, because reading improves vocabulary and helps one to become familiar with sentence structure, word order and correct pronunciations. Furthermore, learners should invest in a good dictionary to check unfamiliar words. Learners should build active listening and speaking skills that improve lines of communication with others and should be aware of their own communication barriers. They should learn different phrases/strategies that improve how they respond, and they should not fear to be offended. They should, furthermore, feel comfortable when they express their emotions and look at the speaker directly when communicating. Most importantly, learners should put aside distracting thoughts and should also listen to the speaker’s body language

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