Thesis (M. P. H.)--University of Hong Kong, 2007. / Also available in print.

Thesis (M.P.H.)--University of Hong Kong, 2007.

Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 103-113).

Thesis (M.S.)--University of Michigan, 1985. / "A research report submitted in partial fulfillment of the requirements for the degree ..."

Thesis (M.S.)--University of Michigan, 1985. / "A research report submitted in partial fulfillment of the requirements for the degree ..."

Thesis of (M.A.)--University of Alberta, 2009. / Title from pdf file main screen (viewed on October 1st, 2009). "Fall, 2009." At head of title: University of Alberta. A thesis submitted to the Faculty of Graduates Studies and Research in partial fulfillment of the requirements for the degree of Master of Education, in Psychological Studies in Education, Department of Educational Psychology, University of Alberta. Includes bibliographical references.

Thesis (Ph. D.)--Oregon State University, 2009. / Printout. Includes bibliographical references (leaves 119-140). Also available on the World Wide Web.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1958. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 220-223).

The current research explored the thesis that cognitive self-recognition might have an executive function in 3- and 4-year-olds. Although it is well established that children recognise themselves in mirrors by the end of infancy, the cognitive and behavioural impact of this capacity has yet to be elucidated. Experiments 1 to 6 showed that preschool children could form and maintain a cognitive link between the self and external stimuli, as a result of which, self-referent stimuli were given mnemonic priority. Experiments 4 to 8 indicated that in tasks involving self-recognition, 3- and 4-year-olds’ ability to process other-referent stimuli was compromised by self-focus. Finally, Experiments 9 and 10 demonstrated that mirror self-recognition increased preschoolers’ tendency to self-regulate, leading them to behave in line with socially accepted standards. Together, these experiments provide novel evidence to confirm that cognitive self-recognition has a role in preschoolers’ performance on tasks requiring memory, attention, inhibition, and planning. This implies that when salient, the self may become the ultimate executer of behaviour. By observing 3- and 4-year-olds’ differential processing of self- and other-referent stimuli we infer the existence of a functionally active, self-reflective agent. Moreover, the role of the self is temporally extended, influencing children’s cognition and behaviour in the past (Experiment 1 to 3), present (Experiments 4 to 8) and future (Experiments 9 to 10). This implies that preschool children may have developed the foundations necessary to build the experience of personal identity.

Thesis (Ph. D.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 251-290).