Thesis (Ph. D.)--Ohio State University, 1971. / Includes vita. Includes bibliographical references (leaves 144-153). Available online via OhioLINK's ETD Center.

Thesis (Ph. D.)--Florida State University, 2003. / Advisor: Dr. Vandra Masemann, Florida State University, College of Education, Dept. of Education Foundations and Policy Studies. Title and description from dissertation home page (viewed Mar. 3, 2004). Includes bibliographical references.

This study investigated the relationship between adaptive behavior and achievement when intelligence was statistically controlled. A random sample of 70 students of ages 6 through 11 was selected from a pool of subjects referred for individual psychological/educational evaluation. The sample, which consisted of students in a single, countywide school district in West Central Indiana, was stratified into two equal sized groups of ages 6 through 8 and 9 through 11. All subjects were administered the Wechsler Intelligence Scale for Children--Revised, the Vineland Social Maturity Scale, and the Wide Range Achievement Test regression analysis showed a significant relationship between the composite of predictors including verbal IQ, performance IQ, full scale IQ, and deviation social quotient, and the criterion of reading and arithmetic, considered separately. Subsequent tests showed a significant relationship between deviation social quotient and reading and arithmetic, considered separately, when verbal IQ, performance IQ, and full scale IQ were controlled by the step down multiple regression procedure. Deviation social quotient accounted for approximately 6 and 8 per cent of the total variance in reading and arithmetic, respectively, when verbal, performance, and full scale IQs were statistically controlled.Present, results were considered tentative pending verification by further investigation of the relationship between adaptive behavior and academic achievement. Results were in opposition to prevalent adaptive behavior ideology, which suggested that adaptive behavior was an out-of-school dimension which had no relationship with academic achievement. Results tentatively suggested that consideration of adaptive behavior scores, which seemingly enhanced the prediction of reading arid arithmetic beyond that provided by intelligence, would help school psychologists formulate more responsible placement decisions. Results suggested the need for the development of new, more objective adaptive behavior assessment instruments. The tentative minding of a relationship between the Vineland, a nonschool test of adaptive behavior, and reading and arithmetic, when intelligence was controlled, presented the possibility that adaptive behavior is a generalized, nonenvironmentally specific attribute. This issue hopefully will be addressed in subsequent studies.

Thesis (M.A.)--University of Wisconsin--Madison, 1971. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.S.)--Villanova University, 2006. / Psychology Dept. Includes bibliographical references.

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 1998. / Includes bibliographical references.

Thesis (Ph. D.)--Georgia State University, 2009. / Title from file title page. Tricia Z. King, committee chair; Robin Morris, Christopher Henrich, Thomas G. Burns, committee members. Description based on contents viewed Sept. 2, 2009. Includes bibliographical references (P. 121-134).

Thesis (M.A.)--York University, 2008. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 61-67). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR51575

Thesis (Ph.D.)--York University, 2008. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 89-94). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:NR51705

This series of projects aims to explore the potential role of strategic flexibility in cognitive aging, and whether this construct can serve as an effective mechanistic proxy for cognitive reserve. Study 1 introduces the task designed for this series, based on stimuli from a classic test of fluid reasoning and formatted as a task-switching paradigm to explore strategic characteristics in a structured way. This study suggests that such a task is subject to age-related effects. Study 2 introduces a redesigned version of this task, matching it more closely to existing paradigms of task-switching, and explores how covariates interact with measured performance. Study 3 draws upon an existing sample of extensive neuropsychological and neuroimaging data, and aims to describe the associations among this set of data and measures of strategic flexibility. Results overall indicate that age negatively affects strategic flexibility, but cognitive reserve may mitigate this impairment.