Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 125-130).

Thesis (M.S.)--Oregon State University, 2010. / Printout. Includes bibliographical references (leaves 53-56). Also available on the World Wide Web.

Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 2003. / Vita. Includes bibliographical references.

No description available.

Integral (holistic) and separable (analytic) processing were studied in ADD-H and normal children using restricted classification tasks composed of separable dimensions and triad/tetrad combinations. In Studies One and Three classifications of ADD-H children and controls were compared on size/brightness and length/density combinations. In Study Two classifications of four age groups of normal subjects (mean ages 5-3, 7-9, 11-1 years and adults) were compared on size-brightness combinations. ADD-H children demonstrated significantly fewer separable responses than normal controls only on the tetrads. Normal subjects showed a developmental trend towards differential separable responding to size as compared to brightness. ADD-H children appear to show a lag of about two years on this developmental trend. Results suggest that ADD-H children resort more readily than normals to integral responding under increased processing load. Results are discussed in terms of the cognitive deficits of ADD-H children and current theories of perceptual differentiation.

The purpose of the study was to examine the utility of profile analysis using the SCAD index of the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) and behavioral rating scales as brief and accessible elements of a standard neuropsychological battery by which to screen for deficits or assets within the interface between attention, executive functions, and working memory. An ancillary purpose was to examine the further role and diagnostic efficacy of using a continuous performance test of vigilance as a discriminating measure between specific clinical groups. Three subtypes of individuals referred to a diagnostic assessment clinic were identified by means of a three-stage cluster analysis in a sample of 86 children and adolescents on the basis of scores attained on specific neuropsychological, cognitive, and behavioral variables. It was also found that the assigned clusters exhibited a high degree of consistency with the individual diagnoses ultimately rendered during the evaluation. The variables which best discriminated the three subtypes were identified through a forward stepwise discriminant analysis and subjected to multiple validation procedures. The significant and discriminating variables included the SCAD Index, the Attention Problems and Hyperactivity scales of the Behavioral Assessment System for Children (BASC) and the Perceptual Organization factor of the WISC-III. It was also determined that the overall index and a time-related measure from the Conners' Continuous Performance Test (CCPT) were indeed able to differentiate clinical groups. Functional and theoretical implications were addressed in terms of their relevance for examining the interface between attention, executive functions, and working memory as well as for the identification and treatment of those diagnosed with ADHD and LD, or individuals considered to be gifted or intellectually advanced. / Department of Educational Psychology

Thesis (Ph. D.)--University of Hawaii at Manoa, 2003. / Includes bibliographical references (leaves 40-52).

Thesis (Ph. D.)--West Virginia University, 1999. / Title from document title page. Document formatted into pages; contains xi, 156 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 109-136).

Thesis (M.A.)--Carleton University, 2001. / Includes bibliographical references. Also available in electronic format on the Internet.

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)