Thesis (Ph. D.)--University of Wisconsin--Madison, 1974. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Thesis (M.M.)--University of Michigan, 1977.

Thesis (M.M.)--University of Michigan, 1977.

Thesis (M.A.)--University of Wisconsin--Madison, 1968. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

The child's understanding of open systems, as exemplified by an ecosystem and a socio-economic system, was assessed in a Piagetian type interview with 8 males and 8 females in each of grades 3, 5, 7, 9, 11 and first year post-secondary (n=96). Since Piagetian theory has been based on tasks using mainly inanimate, physical content, the generalizability of Piagetian stages and sequences to the two open systems content domains was tested. Tasks assessing the four concrete operations examined were repeated in each of the physical, the bio-ecological and the societal domains. Typical stage and sequence patterns were observed in all three domains. Post-concrete operations were represented by three formal operations in the physical domain and four systemic operations in each of the open systems domains. Logical and philosophical arguments for the qualitative difference between formal and systemic logic were presented. Three blind judges reached spontaneous agreement on 84.6% of the scores assigned for the systemic task protocols. A scalogram analysis and comparisons of the differences between pass/fail proportions indicated that the systemic operations of systems synthesis and transitive recycling were more difficult than the formal operational tasks by a Guttman step of the same size as that between the formal and concrete stages. A cluster analysis showed those most difficult systemic tasks to be grouped as if they were a part of a separate structure d'ensemble. Further analyses indicated that the greater difficulty of these two systemic operations could not be attributed to the greater un-familiarity of the task contents. Systemic task success rates were zero for respondents below grade 9 (14 years) and consistently fell far below formal task success rates for same aged peers'. The most difficult systemic operations satisfied the criteria for membership in a fifth stage as well as any other Piagetian operations do for their imputed stage membership. Nevertheless, an alternative interpretation construing systemic operations as post-concrete developments parallel and complementary to formal operations could not be ruled out. The implications of the findings for the areas of cognitive development, social development and social psychology were discussed. / Arts, Faculty of / Psychology, Department of / Graduate

Thesis (Ph. D.)--University of Wisconsin--Madison, 1974. / Typescript. Vita. Description based on print version record. Includes bibliographical references.

Child abuse and neglect is a significant social issue with long term consequences for affected children and young people, including increased risk of emotional and social difficulties. Models of the impacts of maltreatment outline a developmental process in which maltreating parent-child relationships affect the development of neural networks, which in turn undermine developing cognitive processes, including emotion regulation and social understanding, thereby increasing risk of emotional and social difficulties. This study explores a subset of these cognitive processes in a sample of adolescents in long-term out-of-home care as a result of maltreatment, relative to a sample of non-maltreated peers, including situation selection (conditioned avoidance and risk-taking), attentional deployment (attention biases and attention control) and cognitive change (interpretation bias), as well as aspects of social understanding (mentalising, emotion understanding and prosocial responding). Further, the relative effects of maltreatment factors, and the relationship between emotion regulation and social understanding with adolescent adjustment was also explored. Results demonstrated maltreatment-related effects in conditioned avoidance, risk-taking, attention processes and social understanding, and explored the relative effect of exposure to physical abuse on the development of these processes, differences in such processes did not appear to significantly predict poor or normative adjustment of maltreated adolescents. These results are discussed with respect to models of maltreatment, emotion regulation and social understanding, with implications for the development and implementation of interventions.

Diss. (sammanfattning) Stockholm : Karol. Inst., 2002. / Härtill 6 uppsatser.

Thesis (M.S. in Psychology)--Vanderbilt University, Dec. 2004. / Title from title screen. Includes bibliographical references.