Thesis (Ph.D.)--Murdoch University, 2006. / Thesis submitted to the Division of Health Sciences. Includes bibliographical references (p. 262-275).

Thesis (M.A.) - Carleton University, 2008. / Includes bibliographical references (p. 92-97). Also available in electronic format on the Internet.

Thesis (Ph. D.)--University of Washington, 2004. / Vita. Includes bibliographical references (leaves 62-66).

Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 1997. / Vita. Includes bibliographical references (leaves 161-169).

Thesis (Ph.D.)--Ohio University, March, 2010. / Title from PDF t.p. Release of full electronic text on OhioLINK has been delayed until April 2012. Includes bibliographical references.

Background music is often used in preschool classrooms with the belief that music makes children smarter and increases attention. The purpose of this study was to determine if background music increased children's focused attention during play activities. Focused attention occurs when children maintain attention to a task regardless of distractions. This quasiexperimental study investigated background music and play in a laboratory setting. I videotaped individual children during play with math manipulatives in a pretest-posttest research design with background music used as the treatment. Forty-three 3-, 4-, and 5-year-olds played for 15 minutes. The first 5 minutes of play had no music (pretest), the second 5-minute play episode had background music (treatment), and the final 5-minute play episode had no background music (posttest). Data were analyzed using one-way repeated measures analysis of variance. Findings revealed that the subjects paid less attention to the play task with background music than they did during the pretest, with no music. Another key finding was that children with more musical experiences at home, as reported by the Child's Home Musical Experience Survey (CHIMES), exhibited longer periods of focused attention with background music. This study confirmed previous research that 3-year-old children have shorter focused attention than 4- and 5-year-old children with and without background music. These findings have implications for teachers and parents that background music, instead of increasing attention in children, might indeed decrease children's focused attention during play activities.

No description available.

The main objective of this study was to determine the effect of technology on attention and concentration within the South African classroom. The theoretical investigation showed the link between focus, attention and concentration. It also revealed the importance of motivation in order to capture the attention of the learner in the classroom. The life-world of the learner is often far removed from the classroom learning context. During the empirical investigation, lessons were conducted with and without the presence of technology in order to ascertain whether a difference in attention and concentration would elicit different results. An ANOVA procedure indicated that there is a significant difference between the average achievements of a group of learners exposed to technology during a lesson, compared to a group not exposed to technology; there is a significant difference between the average attentions of a group of learners exposed to technology during a lesson compared to a group not exposed to technology; there is a significant relationship that exists between motivation and concentration; and that a significant relationship exists between motivation and attention in Mathematics. / Educational Studies / M.Ed. (Psychology of Education)

Text in Afrikaans / The primary aim of this investigation was to compile guidelines to improve the concentration techniques of primary school sport participants. In order to achieve this goal, a theoretical as well as an empirical investigation were conducted. During the literature study, different aspects of concentration were analyzed and the role of the primary school coach was highlighted in each instance. The literature study indicated that the primary school sport participants’ sport experience would benefit, if the primary sport participants would use concentration techniques during their sport participation. During the empirical study (in which 61 primary school sport participants participated), it was indicated that • Most of the primary school sport participants had very little exposure to concentration techniques. • Self talk, as a concentration technique, was used by most of the participants. The Here-and-Now concentration technique was the least used concentration technique by the participants. The literature study as well as the empirical study indicated that there are guidelines that primary school participants can use in order to better their concentration techniques. / Die primêre doel van hierdie ondersoek was om riglyne saam te stel wat laerskoolsportbeoefenaars kan help om beter te konsentreer gedurende hulle sportdeelname. Ten einde hierdie doel te bereik, isʼn teoretiese sowel as ʼn empiriese ondersoek uitgevoer. Tydens die teoretiese ondersoek is verskillende aspekte van konsentrasie ontleed, waarin die rol van die laerskoolafrigter telkens toegelig is. Die teoretiese ondersoek het aangetoon dat die laerskoolsportbeoefenaars se sportbelewenis daarby sou baat indien die laerskoolsportbeoefenaars konsentrasietegnieke gedurende hulle sportdeelname sou gebruik. Volgens die empiriese ondersoek (waaraan 61 proefpersone deelgeneem het) is aangetoon dat: • Die meerderheid laerskoolsportbeoefenaars baie min bloot gestel word aan konsentrasietegnieke. • Selfspraak, as konsentrasietegniek, was die meeste gebruik, terwyl die Hier-en- Nou konsentrasietegniek die minste gebruik is deur die proefpersone. Die teoretiese sowel as die empiriese ondersoek het aangetoon dat daar wel riglyne is wat gevolg kan word om die laerskoolsportbeoefenaars te help om hulle konsentrasietegnieke te verbeter. / Educational Studies / M.Ed. (Voorligting)

Abstract not available