An assessment procedure to measure the learning potential of mildly and moderately mentally handicapped adults was investigated in this study. The procedure was developed to overcome the limitations of previously established learning potential assessment procedures by meeting the specific orientation necessary when assessing the mentally handicapped, by avoiding practice and mechanical memory effects, and by requiring the subjects to show the ability to retain and apply new cognitive skills. Thirty institutionalized mentally handicapped adults were matched on IG and then randomly assigned to an assessment or control group. For the assessment group the intervention procedure involved the Coloured Progressive Matrices test as a pretest measure, in four treatment sessions each two to three days apart, and as a posttest measure. Verbal and/or figural aids were provided when an incorrect response was given on a test item during the treatment sessions. The control group was provided the same number of administrations of the test but without the treatment intervention. Significant differences were found between the pre and post test performance levels of the assessment group. The control group showed no significant gains. The learning potential assessment procedure used in this study provided a measure of the learning potential of mentally handicapped institutionalized adults.The results indicate that the mentally handicapped can perform at much higher levels than those assessed by standardly used intellectual measures. Implications are that through the use of this approach a clearer discrimination of intellectual ability within the broad classifications of the mentally handicappped can be gained. Such information could be used to aid in the selection of peers, developmental programming decisions, and provide prescriptive information about the most efficacious modes of learning for an individual.

This study investigated the effectiveness of Feuerstein’s mediated intervention programme on a sample of the Grade Five population, in a remedial school. The participants (n=20) were systematically sampled and they constituted two groups, namely, Individual Mediation (n=10) and Group Mediation (n=10). It was hypothesised that participants exposed to this programme would yield significant improvement in cognitive functioning as measured by the (Raven’s Coloured Progressive Matrices (RCPM). As a result of the intensity and the duration of the mediation that was provided to the participants within the Individual Mediation, it was hypothesised that they would perform significantly better than those within the Group Mediation. Set Variations B-8 to B-12 from Feuerstein’s Learning Potential Assessment Device served as vehicle for mediating cognitive deficiencies. Following the intervention, a significant improvement on the RCPM was only obtained within the Individual Mediation. Although there was significant improvement, no significant difference was found between the Individual Mediation and the Group Mediation. The pre-post-test results of the Individual Mediation corroborate existing literature that provision of adequate and appropriate mediated learning experience is effective in improving cognitive functioning. However, non-significant results between the two groups suggest that a pre-post significant finding within the Individual Mediation was as an effect of pre-test differences. These findings are therefore inconclusive. It might be helpful to further replicate this investigation in order to determine whether support is found for the previous or for the present findings.

The purpose of the study is to assess whether a psychological test of learning potential can predict supervisory rating of different components of learning potential for the low level worker-This exercise would be done ascertain the relationship between the learning potential by using the TRAM-2 battery Ca learning potential assessment instrument) and supervisory rating of the sample of workers. A sample of 60 employees with levels of education ranging form grade 8 to 12 inclusive was used. It is hoped that the findings would predict or identify employees with potential for development which would then lead to planning how that potential is developed to, empower the employees to improve their performance and self actualise their objectives. This would enhance the realisation of aims and objective of skills development and employment equity plan of the company. The findings and their implications and suggestions would be discussed in this study. / Thesis (M.Com.)-University of Durban-Westville, 2003.

This study developed and evaluated a 34-item scale designed to measure human and companion animal attachment. A total of 398 individuals, ranging in age from 18 to 87, who have a pet completed the Pet-Attachment Scale (PAS). These individuals also completed the Companion Animal Bonding Scale (CABS), which asks respondents how much caretaking they devote to their pets. The PAS and the CABS were highly correlated, r=-.68 (p<.001), with an overlapping variance of 46%. The inter-item consistency or Chronbach's Alpha of the PAS was .961, compared to a Chronbach's Alpha of .862 for the CABS. The factor analysis of the PAS revealed two factors; Companionship (12 items) and Emotional Fulfillment (7 items). Thus, the PAS can be shortened to 19 items for follow-up research. The factor analysis for the CABS revealed only one factor (i.e., caretaking), and the analysis suggested the scale could be reduced from 8 to 3 items. The strong correlations between the PAS and the CABS suggest concurrent, convergent, and construct validity for the PAS. A stepwise regression for the PAS revealed three significant predictors: 1) responsibility, 2) favorite pet chosen, and 3) gender. Women who were responsible for their pet, and did not select a particular pet as their favorite, scored highest on attachment to their pets. A stepwise regression for the CABS revealed four predictors: 1) responsibility, 2) favorite pet chosen, 3) live with this pet, and 4) gender. These predictors for the CABS were the same as for the PAS, with the addition that those who lived with their pet gave more caretaking than those who did not. Analysis of variance was used to explore the effects of the predictor variables on the PAS and the CABS. These analyses revealed significant effects of gender and age category on both pet attachment (PAS) and pet caretaking (CABS). Women in the middle age category were most attached to their pets (PAS) and gave the most caretaking to their pets (CABS). The unique feature of the PAS, not measured by the CABS, was an Emotional Fulfillment factor. Future research should distinguish between pet attachment as companionship versus emotional fulfillment. / Ph. D.

South African research into dynamic assessment has contributed to the growing body of international research which supports the efficacy of dynamic assessment in uncovering learning capacity in a variety of populations of learners with special needs. This study investigated the application of dynamic assessment to a sample of black children within a South African township clinic setting. Aged 9-15 years (mean age = 10.96) they had been referred to the clinic with learning difficulties. The experimental group (n=48) was exposed to a group dynamic assessment process, using certain tasks of the Learning Propensity Assessment Device (LPAD). Their performance was assessed prior to and following the mediated learning intervention. Using Analysis of Covariance, comparisons of pre and post-test scores combined with an innovative qualitative scoring method designed by Lurie and Kozulin (1996) yielded positive findings for the experimental group as compared with a control (n=24) not exposed to mediation. Results of the Raven's Coloured Progressive Matrices (RCPM) and the Rey-Osterreith Complex Figure Test (ROCFT), suggest that the intervention yielded changes, not only in the scores attained, but also in the quality of the responses on the post-tests.

No description available.

Previous research found that relationship quality (RQ) for intimate couples may be adversely effected in times of stress, potentially decreasing marital satisfaction up to 36% during a four-year period for high stress couples. Previous research indicated family values (FV) may mediate RQ in stressful times; however, no research has examined this relationship for online/blended program graduate students. Students in these programs experience unique stress, change, and at times, physical distance from an intimate partner. Coombs's theory on values consensus postulated that the more alike family values are in a relationship, the better the RQ will be. The purpose of this quantitative study was to determine differences between graduate students in online/blended programs and their partners in RQ and FV. Forty-five participants were surveyed using convenience sampling through a university participant pool. The majority of the online/blended program graduate participants were Caucasian and female. Variables were measured using the Family Assessment Device (FAD), the Perceived Relationship Quality Components Scale (PRQC), and demographic information. Mean scores for FAD were elevated indicating dysfunction in FV. A hierarchical multiple linear regression tested the hypothesis that family values are associated with RQ for study participants. The PRQC and FAD were significantly and negatively associated (R = -.80, α = .05) indicating as FAD increases PRQC decreases. Online/blended program students may need supports to maintain FV to mediate decreases in RQ during graduate study. Identifying FV impacts RQ can assist in the development of more targeted intervention, design, planning, and implementation of online and hybrid student assistance programs.

It is imperative to prepare South African learners to participate and function confidently within the context of a rapidly changing world. The curriculum of the South African Education System emphasises the significance of optimising learners‟ cognitive development as early as pre-school age to enable them to become creative and critical citizens who lead purposeful lives in a safe and prejudice-free environment. Despite continuous efforts by educators to optimise cognitive development, recently executed research studies indicate that cognitive development has not been adequately optimised in South African schools. This study was undertaken to establish the cognitive development level (cognitive and meta-cognitive skills and strategies, cognitive functions and non-intellective factors) of Grade R-learners and to determine the effect of an intervention programme, the Cognitive Enhancement Programme for Pre-schoolers (CEPP), on their cognitive development. By means of a literature study, I investigated whether, to what extent the cognitive development of Grade R-learners was taking place, and established which cognitive and meta-cognitive thinking skills and strategies, cognitive functions and non-intellective factors are required for effective cognitive development among Grade R-learners. In addition to this, the role of mediation for optimising cognitive development was investigated. A concurrent embedded mixed methods design was conducted in the implementation of the research. Intervention research within a quasi-experimental research design was applied. The data collection by means of a quantitative strategy (quasi-experimental research) and qualitative strategy (observation study) was executed simultaneously. By means of convenient sampling, one Grade R-class with twenty learners was subjected to a pre-test to establish their cognitive developmental level. The test results as well as the observations conducted during the pre-test revealed that the learners experienced problems related to their cognitive development. Ten of the twenty learners were then divided purposively based on their test performance into two experimental groups, Experimental Group A and Experimental Group B consisting of five participants each. Experimental group A and Experimental Group B took part in the CEPP intervention based on the principles of mediation on a rotational basis over a period of twelve weeks, during which intentional attempts were made to optimise their cognitive development. Both groups completed a post-test and delayed post-test (retention) to determine the effect of the CEPP intervention on their cognitive development. In addition to the test results, observations in the form of structured running and anecdotal records and reflective notes were utilised to understand the nature and quality of the cognitive development of the learners better. Furthermore, the effect of the intervention on their cognitive development was established. The cognitive development of Grade R-learners who participated in this study was optimised, which is a clear indication that cognitive capacity can be optimised when instruction is based on the principles of mediation / PhD, Teaching and Learning, North-West University, Vaal Triangle Campus, 2012

It is imperative to prepare South African learners to participate and function confidently within the context of a rapidly changing world. The curriculum of the South African Education System emphasises the significance of optimising learners‟ cognitive development as early as pre-school age to enable them to become creative and critical citizens who lead purposeful lives in a safe and prejudice-free environment. Despite continuous efforts by educators to optimise cognitive development, recently executed research studies indicate that cognitive development has not been adequately optimised in South African schools. This study was undertaken to establish the cognitive development level (cognitive and meta-cognitive skills and strategies, cognitive functions and non-intellective factors) of Grade R-learners and to determine the effect of an intervention programme, the Cognitive Enhancement Programme for Pre-schoolers (CEPP), on their cognitive development. By means of a literature study, I investigated whether, to what extent the cognitive development of Grade R-learners was taking place, and established which cognitive and meta-cognitive thinking skills and strategies, cognitive functions and non-intellective factors are required for effective cognitive development among Grade R-learners. In addition to this, the role of mediation for optimising cognitive development was investigated. A concurrent embedded mixed methods design was conducted in the implementation of the research. Intervention research within a quasi-experimental research design was applied. The data collection by means of a quantitative strategy (quasi-experimental research) and qualitative strategy (observation study) was executed simultaneously. By means of convenient sampling, one Grade R-class with twenty learners was subjected to a pre-test to establish their cognitive developmental level. The test results as well as the observations conducted during the pre-test revealed that the learners experienced problems related to their cognitive development. Ten of the twenty learners were then divided purposively based on their test performance into two experimental groups, Experimental Group A and Experimental Group B consisting of five participants each. Experimental group A and Experimental Group B took part in the CEPP intervention based on the principles of mediation on a rotational basis over a period of twelve weeks, during which intentional attempts were made to optimise their cognitive development. Both groups completed a post-test and delayed post-test (retention) to determine the effect of the CEPP intervention on their cognitive development. In addition to the test results, observations in the form of structured running and anecdotal records and reflective notes were utilised to understand the nature and quality of the cognitive development of the learners better. Furthermore, the effect of the intervention on their cognitive development was established. The cognitive development of Grade R-learners who participated in this study was optimised, which is a clear indication that cognitive capacity can be optimised when instruction is based on the principles of mediation / PhD, Teaching and Learning, North-West University, Vaal Triangle Campus, 2012

The present study explored the interaction between paediatric asthma and family functioning, within the context of family systems theory. Eight families, each with an asthmatic child between the ages of 8 and 15, were included in this study. In each case, the parents were interviewed and completed a quantitative measure, the Family Assessment Device, The results indicated that each family has a unique way of functioning and of integrating the child's asthma into its lifestyle. Factors found to be involved in the mutual impact of paediatric asthma and family functioning were the size of the family, the severity of the child's condition, the ways in which the family copes with the stress of asthma, communication patterns between parents, compliance with family rules and boundaries, and the affective responsiveness and involvement of family members. / Psychology / M.A. (Psychology)