Thesis (M.A.)--East Tennessee State University, 2002. / Title from PDF t.p. (viewed Mar. 30, 2005). Includes bibliographical references (p. 42-44). Also available via Internet at the UMI web site.

Terrestrial Trunked Radio (TETRA), a complex communication system based on a digital technology, is mainly used by public safety services. As the TETRA technology is included in a category of industrial goods called complex products and systems (CoPS), this communication system is the candidate CoPS example. In all business contexts, complex information technologies or information systems bring productivity gains for the organization only when the target group uses the system in the way it is supposed to be used. The underlying study investigates the factors influencing the acceptance of the TETRA technology on the end-user level. The theoretical model is based on Davis' (1989) Technology Acceptance Model. A qualitative pre-study was followed by a broad empirical assessment in quantitative terms (295 data sets). Results confirm the original TAM core constructs. When an already implemented system is examined, the behavioral intention component need not be taken into consideration in the TAM. The specific extension of the traditional TAM is especially valuable, as this study proves the high significance of the influence of perceived system interoperability. Moreover, peer group influence and competitive pressure have a significant influence on the user's attitude towards the use of TETRA technology. Social influences - except the influence from supervisors - play an important role in accepting mandated TETRA technology. The overall model provides valuable theoretical input for further technology acceptance studies and offers a better insight into the CoPS setting. (author's abstract)

Listeners’ perceptions toward children with communication disorders as well as the interpersonal experience of these children have been studied extensively by speech and language field and psychology field in the western countries. However, little is known about peers’ attitudes and social acceptance toward children with voice problems in the Chinese population. The current study examined the attitudes of peers and teachers toward children with different severity levels of voice problems; and evaluated how such attitudes could impact on the social acceptance of these children. Specifically, peer acceptance and teacher preference were investigated. Eighteen speakers (nine children with voice problems and nine vocally healthy children as controls) and 60 listeners (30 children and 30 teachers) participated in the study. Listeners were asked to provide attitude and acceptance ratings after listening to the voice samples of the speakers. For both groups of listeners, children with dysphonic voices were given significantly lower scores (i.e., less favorable) than children with normal voices in all the attitude ratings and acceptance ratings (both groups ps < .001). Moreover, the more severe the voice problems, the less positive the attitude and acceptance ratings the speakers received from the listeners. The attitude ratings and acceptance ratings made by the children listeners and teacher listeners did not differ significantly from each other (ps > .05). The results suggested that children with dysphonic voices were not only perceived less favorably on all attitude ratings than children with normal voices. They were also less socially accepted by peers and teachers. These findings provided valuable information and insights to the parents, educators, and speech-language pathologists on the potential impacts of pediatric voice disorders on listeners’ perception and children’s interpersonal experience. / published_or_final_version / Speech and Hearing Sciences / Master / Master of Philosophy

No description available.

Adolescents experience heightened emotional arousal and difficulty regulating that arousal. Adolescent girls have emotion regulation difficulties particularly associated with symptoms of depression and anxiety. In adults, the emotion dysregulation associated with depression and anxiety has been linked to not accepting emotions. Emotional non-acceptance is the act of judging certain emotional experiences as inadmissible and trying to avoid, suppress, or ignore those experiences. In adults, non-acceptance is thought to paradoxically lead to amplified emotional arousal and difficulty regulating arousal. Previous research supports this idea for the subjective experience of emotion but not the physiological response. The goal of the current study was to elicit these differences in physiology in order to better understand the effects of emotional non-acceptance on emotion regulation. Eighty-two adolescent girls were asked to perform a spontaneous speech while physiological and subjective responses were measured. These same measures were taken before and after the speech. Trait-like emotional non-acceptance was also measured. Although trait non-acceptance predicted differences in one aspect of physiology, there were no other effects of emotional acceptance or non-acceptance on physiological response. In line with previous research, emotional acceptance and non-acceptance had their effects on the subjective experience of emotion, both in reaction to, and recovery from, the speech. Interestingly, in the current sample, induced non-acceptance had no effects on arousal or regulation. Also, greater effects were found for self-reported positive emotion than any other measure of emotional response. Results support the idea that emotional non-acceptance and acceptance affect the appraisal of emotional experiences but do not affect the emotional arousal itself. Also, the findings of this study suggest that emotional non-acceptance has more qualities of a trait than a state. The implications for the model of emotional acceptance and the effects of puberty on emotion regulation are discussed. / Thesis (Master, Psychology) -- Queen's University, 2009-09-29 14:18:38.431

Thesis (B.A.)--Haverford College, Dept. of Psychology, 2007. / Includes bibliographical references.

Thesis (B.A.)--Haverford College, Dept. of Psychology, 2008. / Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 2003. / Title from first page of PDF file. Document formatted into pages; contains xii, 111 p.; also includes graphics Includes bibliographical references (p. 100-109). Available online via OhioLINK's ETD Center

Thesis (Ph.D.) in Psychology--University of Maine, 2008. / Includes vita. Includes bibliographical references (leaves 157-191).

Thesis (M.M.) Florida State University, 2005. / Advisor: Jayne M. Standley, Florida State University, College of Music. Title and description from dissertation home page (viewed 7-9-07). Document formatted into pages; contains 54 pages. Includes biographical sketch. Includes bibliographical references.