Thesis (Ph. D.)--York University, 1998. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 119-145). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ39281.

Thesis (M.A.)--York University, 2002. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 71-78). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ71623.

There is no abstract available for this dissertation. / Department of Educational Psychology

The latent variable structure of the Wide Range Assessment of Memory and Learning (WRAML) test (Sheslow & Adams, 1990) has been suggested to contain an attention factor comprised of the subtests: Finger Windows, Number/Letter, and Sentence Memory. The multidimensional nature of the attention construct has not been addressed in previous studies with the WRAML. The present investigation was designed to investigate the relationship between the WRAML subtests and a diverse battery of attention tests. Three competing latent variable models of the attention construct were developed in which the WRAML subtests were hypothesized to be affected by different components of attention. The battery, administered to 120 males between 9 and 14 years of age consisted of the WRAML subtests, Digit Span, Arithmetic, Coding, Trails A, Trails B, Category Test, Speech Sounds Perception Test, Wisconsin Card Sorting Test, and a Continuous Performance Test.Significant correlations were obtained between all the tests in the battery. Confirmatory factor analysis results suggested that a four factor model of attention (Focus-Execute, Shift, Sustain, Encode) similar to that obtained by Mirsky and others, (1991) was the best data fit. The WRAML subtests were affected by the Encode element of attention in the current analysis. / Department of Educational Psychology

The purpose of this study was to investigate whether the use of computers can modify the focus of attention of learning disabled students in a matching task. More specifically, this study examined learning disabled students' performance (correct answers and response time for correct answers) when completing a task consisting of matching Chinese characters when presented under three display conditions: traditional card, static computer, and animated computer display.This study involved 42 subjects who were children with ages 9 through 11 and were randomly selected from a list of learning disabled students in the Muncie Community School District, Muncie, Indiana. They were in regular classrooms with special education servicing for learning disabled students. Subjects were randomly assigned into one of the three presentation methods.Previous research has shown that microcomputers have been successfully used in special education. Microcomputers can not only motivate learning disabled students to learn but also control many focus of attention related stimulus characteristics including brightness, distance between stimuli, number of stimuli, and the stability of a stimulus. Based on this research it was hypothesized: (a) that learning disabled students who visually match Chinese characters presented via static or animated computer screens would have more correct answers and have less response time for correct answers than learning disabled students who visually match Chinese characters presented via traditional cards; (b) that learning disabled students' performance in the animated computer condition would be better than that in the static computer condition; and (c) that learning disabled students' performance in these two computerized conditions would be better than that in the traditional card condition at different stimulus difficulty levels.A 3 x 5 analysis of variance with repeated measures and a Scheffe Multiple Comparison Test on Main Effects were used to analyze the data. The results of this study indicated that: (a) learning disabled students who were presented the matching task via computer screens did not demonstrate an overall improvement in focus of attention; (b) learning disabled students who were presented with the matching task via animated computer screen presentation did better than students under the static computer presentation at the easiest level of task difficulty; and (c) learning disabled students who were presented the matching task under the static computer screen presentation condition performed worse than students completing the task under the traditional card presentation condition at the easiest task difficulty level when dealing with simple tasks; and (c) that learning disabled students who were presented with Chinese characters via static computer screen might perform worse than students with traditional card presentation when completing simple tasks.The results from this study failed to completely support the main hypothesis that computerized instruction methods could improve learning disabled students' focus of attention. The possible explanations for the general unsuccessfulness of the computer conditions are that the testing materials in this study were not programmed in the sense of individualized rate and that there was no feedback regarding correct or incorrect responding or contingent reinforcement for the correct answers. Future studies should include systematic feedback for correct answers as well as computer conditions. Replication studies which use different stimuli from those of the current study to determine the generalization of the results should also be conducted. / Department of Special Education

The purpose of the study was to determine the efficacy of touch sensitive computer screens in focusing attention on a specific academic task. Forty nondelayed and forty delayed kindergarteners were compared as to their rates of task completion and performances on traditional computer keyboards versus touch sensitive screens. Two eight cell repeated measures experimental designs were used to compare the selective attention process of the nondelayed and delayed pupils. The two dependent variables manipulated in the study were two types of computer input device and the two developmental levels of the subjects. The dependent variable consisted of the number of previously unlearned French number words mastered through four performance measures involving speed, computer recall, noncomputer recall and noncomputer recognition.FINDINGSAs analyzed by a three factor MANOVA, a significant difference in the rate of task completion was shown in favor of the touch screens for all subjects in touching the sequential letters of the alphabet. Although there appeared to be no significant differences in noncomputer recall and recognition post tests, a four factor MANOVA verified significant differences in the subjects' computer recall post tests.CONCLUSIONSThe data supports the conclusion that the use of the touch sensitive screen facilitates the focus of attention (selective attention) on specific academic tasks and thus increases the rate of learning and degree of integration of new information. The degree of compatibility between the learner and the computer input device is greater with touch screens than with traditional keyboards for both nondelayed and delayed kindergarteners.The speed of completing the sequential touching of the alphabet letters was significantly faster for the touch screen than the traditional keyboard input. For mastery of information learned, the analyzed findings suggest a higher degree of recall for information learned through the touch screen intervention over the same instructional tasks with keyboard input.As the result of this key study, it is suggested future research investigations will expand the use of computers beyond educational drill, repetition, and games. Future investigations into the relationships between cognitive processing and the individualization of CAI could involve various age ranges, exceptionalities, and developmental comparisons. / Department of Special Education

Thesis (Ph. D.)--University of Hawaii at Manoa, 1982. / Bibliography: leaves [199]-216. / Microfiche. / xiii, 216 leaves, bound ill. 29 cm

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

Thesis (Ph.D) -- McMaster University, 1998. / Includes bibliographical references (leaves 107-128). Also available via World Wide Web.

Thesis(M.S.)--Auburn University, 2005. / Abstract. Vita. Includes bibliographic references.