The primary purpose of this study was to determine if relationships exist among the constructs of field dependence, simultaneous processing and sequential processing. The interrelationships among these constructs and ability and achievement were also explored. Regression and discriminant analyses, as well as t-tests were used in the statistical treatment of the data.The 56 student subjects, equally divided by sex, were randomly selected from sixth-grade classrooms in a suburban school corporation in central Indiana. The GEFT and the Kaufman Assessment Battery for Children (K-ABC) were administered. Results from the Comprehensive Test of Basic Skills (CTBS) and the Test of Cognitive Skills (TCS) were obtained from schoolpersonnel. Overall, there were higher correlations among individual and among group tests than were foundbetween the two types of tests. The GEFT, whether treated as a continuous or categorical variable, was found to correlate significantly with group-administered tests of ability and achievement. The TCS and the CTBS were also found to be significantly related. Intercorrelations among selected Global Scales of the K-ABC were significant. There were no significant zero-order correlations between the K-ABC processing scales and the TCS. There were significant correlations between the K-ABC Achievement measure and group-administered tests of both ability and achievement. While the Achievement Scale of the K-ABC had a significant positive relationship with the GEFT, results of a t-test revealed no significant difference between the performance of field dependent and field independent subjects on the Achievement Scale. A significant positive relationship was found between the GEFT and the Simultaneous Processing Scale as well as the Mental Processing Composite. However, in a regression analysis the principal component of the linear composite was the Simultaneous Scale.

Thesis (M.S.)--University of Wisconsin--Madison, 1983. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 31-33).

Thesis(M.A.) -- Guo li Taiwan da xue jiao yu yan jiu suo / Cover title. Includes bibliographical references.

Twenty-one Ss received a matrix training task which made cognitive demands similar to the reclassification test task and 17 Ss received WISC Block Design training which was not cognitively related to the test task. Results supported the hypothesis that cognitively related training significantly improves reclassification performance, and that non-cognitively related training does not. Neither the Matrix training group, nor the Block Design training group generalized to a second reclassification task. The improvement of some Ss and not others is explained as the result of the variance in the competence and performance level of cognitive structures / Arts, Faculty of / Psychology, Department of / Graduate

The study attempted to evaluate the levels of cognitive skills of kindergarten children attending day care, and the apparent growth of cognitive skills over a period of time, using published tests as instruments of measurement. An informal evaluation of the tests was made. The review of literature presented three points of view regarding approaches to the development of cognitive skills. An analysis of the data, using t-tests, was carried out and conclusions were stated. Implications of the study were made, and questions concerning the growth of cognitive skills of kindergarten children attending day care centres were raised. / Education, Faculty of / Graduate

Fung Yau-Fong. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 80-85). / Abstracts in English and Chinese. / List of Tables --- p.v / List of Figures --- p.vi / Abstract (English) --- p.ix / Abstract (Chinese) --- p.x / Chapter CHAPTER ONE --- Introduction --- p.1 / """Knowing That One Knows""" / """Knowing"" versus ""Guessing""" / Theory of Mind: Self versus Other / "Children's ""Theory of Knowing How""" / "Children's ""Theory of Knowing That""" / Chapter CHAPTER TWO --- Experiment1 / Method --- p.17 / Participants / Materials / Procedure / Results and Discussion --- p.23 / "Pre-Exposure ""Knowing How"" and ""Knowing That""" / "Post-exposure ""Knowing How"" and ""Knowing That""" / False Belief Task / "Overall Performance on Knowing How, Knowing That, and False Belief" / Chapter CHPATER THREE --- Experiment2 / Method --- p.35 / Participants / Materials / Procedure / Results and Discussion --- p.41 / "Discriminate Measure of ""Knowing How,"" ""Knowing That""" / Performance as an Indicator for Knowing / False Belief Task / "Overall Performance on Knowing How, Knowing That, and False Belief" / Chapter CHAPTER FOUR --- Experiment3 / Method --- p.55 / Participants / Materials / Procedure / Results and Discussion --- p.59 / "Pre-Exposure ""Knowing How"" and ""Knowing That""" / "Overall Performance on Knowing How, Knowing That, and False belief" / Chapter CHAPTER FIVE --- General Discussion --- p.65 / Children's Understanding of Self-Knowledge and Other-Knowledge / "Children's Understandings of ""Knowing That´ح and ""Knowing How""" / Chapter i) --- "Pre-Exposure """"Knowing How"" and """"Knowing That ´ح" / Chapter ii) --- "Awareness of a Transition from ""Not Knowing"" to ""Knowing""" / Chapter iii) --- The Role of Informational Access in Knowledge Formation / Chapter iv) --- The Role of Performance Outcome in Knowledge Attribution / "Children's Understandings of ""Knowing That"" and ""False Belief""" / REFERENCES --- p.80 / APPENDIX / Record Sheets of Experiment 1 --- p.86 / Record Sheets of Experiment 2 --- p.92 / Record Sheets of Experiment 3 --- p.102

Cheung, Chi Ngai. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (leaves 243-250). / Abstracts in English and Chinese. / Chapter CHAPTER ONE: --- INTRODUCTION --- p.1 / Chapter 1.1 --- Overarching questions of the thesis --- p.4 / Chapter 1.2 --- Study One: The block-balancing experiment --- p.5 / Chapter 1.3 --- Study Two: The probability-estimation experiment --- p.9 / Chapter CHAPTER TWO: --- LITERATURE REVIEW --- p.13 / Chapter 2.1 --- Approaches for studying conceptual development --- p.13 / Chapter 2.1.1 --- Direction of development and its implications for the study of conceptual development --- p.17 / Chapter 2.1.1.1 --- Top-down: The Adaptive Control of Thought model (The ACT model) --- p.18 / Chapter 2.1.1.2 --- Bottom-up: The Representational Redescription model (The RR model) --- p.20 / Chapter 2.2 --- The Representational Redescription model --- p.23 / Chapter 2.2.1 --- Theoretical development of the RR model --- p.23 / Chapter 2.2.2 --- The RR model in Beyond Modularity --- p.24 / Chapter 2.2.2.1 --- The role of representational redescription in development: The physics domain --- p.26 / Chapter 2.2.2.2 --- The role of representational redescription in development: The domain of mathematics --- p.29 / Chapter 2.2.2.3 --- Important concept of the RR model: development beyond behaviour mastery --- p.31 / Chapter 2.2.3 --- Remarks on the RR model and the representational redescription process --- p.35 / Chapter 2.2.4 --- Remarks on the meaning of the top-down and bottom-up directions of development --- p.36 / Chapter 2.3 --- Empirical evidence related to the RR model in the linguistic domain --- p.38 / Chapter 2.3.1 --- Support for the explicit-implicit distinction --- p.38 / Chapter 2.3.2 --- Spelling development --- p.40 / Chapter 2.4 --- Empirical evidence related to the RR model in the field of strategy development --- p.43 / Chapter 2.4.1 --- Siegler´ةs research on strategy: behavioural changes precede insights --- p.43 / Chapter 2.4.2 --- Dixon´ةs research of the representational redescription process --- p.46 / Chapter 2.5 --- Empirical evidence related to the RR model in the physics domain: The block balancing problem --- p.52 / Chapter 2.5.1 --- The original experiment --- p.52 / Chapter 2.5.2 --- Later research --- p.55 / Chapter 2.6 --- The RR model and the conceptual development of probability --- p.71 / Chapter 2.6.1 --- Piaget´ةs theory of conceptual development of probability --- p.71 / Chapter 2.6.2 --- Coexistence of the higher level and lower level representations --- p.73 / Chapter 2.6.3 --- Direction of development: Bottom-up --- p.74 / Chapter 2.7 --- The RR model and the distinction of explicit-implicit memory --- p.77 / Chapter CHAPTER THREE: --- METHOD --- p.83 / Chapter 3.1 --- Study One: The block-balancing experiment --- p.83 / Chapter 3.1.1 --- Research questions --- p.85 / Chapter 3.1.2 --- Participants --- p.86 / Chapter 3.1.3 --- Materials --- p.87 / Chapter 3.1.4 --- Design and procedure --- p.90 / Chapter 3.1.5 --- Analysis --- p.94 / Chapter 3.1.5.1 --- Behavioural performance --- p.95 / Chapter 3.1.5.2 --- Performance that demonstrates explicit understanding --- p.99 / Chapter 3.1.5.3 --- Comparison of behavioural performance and performance that demonstrates explicit understanding --- p.104 / Chapter 3.2 --- Study Two: The probability-estimation experiment --- p.108 / Chapter 3.2.1 --- Research questions --- p.109 / Chapter 3.2.2 --- Participants --- p.111 / Chapter 3.2.3 --- Materials --- p.112 / Chapter 3.2.4 --- Design and procedure --- p.116 / Chapter 3.2.4.1 --- The pretest --- p.117 / Chapter 3.2.4.2 --- The training phase --- p.120 / Chapter 3.2.4.3 --- The posttest --- p.121 / Chapter 3.2.5 --- Analysis --- p.124 / Chapter 3.2.5.1 --- Behavioural performance --- p.124 / Chapter 3.2.5.2 --- Performance that demonstrates explicit understanding --- p.126 / Chapter 3.2.5.3 --- Comparison of behavioural performance and performance that demonstrates explicit understanding --- p.132 / Chapter 3.3 --- Notes about feedback in the two experiments --- p.133 / Chapter 3.4 --- The pilot study and amendments made after the pilot study --- p.134 / Chapter CHAPTER FOUR: --- RESULTS AND DISCUSSION OF STUDY ONE --- p.138 / Chapter 4.1 --- Outline --- p.138 / Chapter 4.1.1 --- Notes on the participant code --- p.139 / Chapter 4.2 --- Behavioural performance --- p.139 / Chapter 4.2.1 --- Success Score --- p.139 / Chapter 4.2.2 --- Initial Middle Placement Score --- p.141 / Chapter 4.2.3 --- Geometric Centre Area Placement Score (GCP Score) --- p.143 / Chapter 4.2.4 --- Comparison between the three behavioural measures --- p.145 / Chapter 4.2.5 --- Behavioural pattern --- p.147 / Chapter 4.2.5.1 --- Behavioural pattern of the geometric-centre theory (BGeo) --- p.147 / Chapter 4.2.5.2 --- Behavioural pattern reflecting the naive version of the law of torque (BTorque) --- p.149 / Chapter 4.3 --- Performance that demonstrates explicit understanding --- p.150 / Chapter 4.3.1 --- Prediction Task --- p.150 / Chapter 4.3.1.1 --- Comparing the Prediction Score with the Success Score --- p.154 / Chapter 4.3.2 --- Explanation types --- p.155 / Chapter 4.4 --- Comparison of behavioural performance and performance that demonstrates explicit understanding --- p.162 / Chapter 4.4.1 --- Geometric-centre theory --- p.162 / Chapter 4.4.1.1 --- Implicit geometric-centre theory and explicit geometric-centre theory --- p.163 / Chapter 4.4.1.2 --- Implicit geometric-centre theory: level-I or El? --- p.164 / Chapter 4.4.2 --- Development from top-down and bottom-up --- p.167 / Chapter 4.4.2.1 --- Relationship between success in balancing individual blocks and the correct explanation --- p.167 / Chapter 4.4.2.2 --- Relationship between the behavioural pattern that agrees with the naive version of the law of torque and the explicit verbalization of the naive version of the law of torque --- p.170 / Chapter 4.5 --- Summary --- p.172 / Chapter 4.5.1 --- List of important findings related to the RR model --- p.172 / Chapter 4.5.2 --- List of important findings related to the age-related development of the block-balancing task --- p.175 / Chapter 4.5.3 --- Responding to key research questions in a nutshell --- p.177 / Chapter CHAPTER FIVE: --- RESULTS AND DISCUSSION OF STUDY TWO --- p.178 / Chapter 5.1 --- Outline --- p.178 / Chapter 5.1.1 --- Notes on participants' background knowledge --- p.178 / Chapter 5.2 --- Behavioural performance --- p.179 / Chapter 5.2.1 --- Overall accuracy score --- p.179 / Chapter 5.2.2 --- Pretest and posttest score --- p.182 / Chapter 5.2.3 --- Behavioural adherence of the half rule --- p.186 / Chapter 5.3 --- Performance that demonstrates explicit understanding --- p.188 / Chapter 5.3.1 --- Verbal explanations --- p.188 / Chapter 5.3.1.1 --- Explanation type F (Division/Fraction) --- p.190 / Chapter 5.3.1.2 --- Explanation type H (Half rule) --- p.192 / Chapter 5.3.1.3 --- Explanation type P (Plus minus) --- p.195 / Chapter 5.3.1.4 --- Explanation type C (Comparison) --- p.200 / Chapter 5.3.1.5 --- Explanation type L (Last question) and I (Implicit) --- p.203 / Chapter 5.3.1.6 --- Explanation type O (Others ´ؤ Idiosyncratic) --- p.205 / Chapter 5.3.2 --- Responses to the general questions after the posttest --- p.205 / Chapter 5.3.3 --- Counter suggestions in the posttest --- p.209 / Chapter 5.4 --- Comparison of behavioural performance and the performance that demonstrated explicit understanding --- p.216 / Chapter 5.4.1 --- Accuracy score of explanation type I --- p.216 / Chapter 5.4.2 --- Changes in the pretest and posttest performance of the group of 4 to 5 year olds --- p.217 / Chapter 5.4.3 --- Comparing the behavioural adherence of half rule with the performance of explanation type H --- p.219 / Chapter 5.5 --- Summary --- p.221 / Chapter 5.5.1 --- List of important findings related to the RR model --- p.221 / Chapter 5.5.2 --- List of important findings related to the age-related development of the probability-estimation task --- p.223 / Chapter 5.5.3 --- Responding to key research questions in a nutshell --- p.225 / Chapter CHAPTER SIX: --- CONCLUSION --- p.226 / Chapter 6.1 --- Summary of findings in Experiments One and Two --- p.226 / Chapter 6.1.1 --- Performance difference that reflects the distinction between implicit and explicit representations --- p.226 / Chapter 6.1.2 --- Top-down or bottom-up learning --- p.230 / Chapter 6.1.3 --- Is there a U-shaped performance curve? --- p.231 / Chapter 6.1.4 --- Other findings --- p.232 / Chapter 6.1.5 --- Summary --- p.233 / Chapter 6.2 --- Implications --- p.234 / Chapter 6.3 --- Limitations --- p.238 / Chapter 6.4 --- Suggestions for further studies --- p.240 / REFERENCES --- p.243

No description available.

Dissertation (Ph.D.) - Simon Fraser University, 2006. / Theses (Dept. of Psychology) / Simon Fraser University. Also issued in digital format and available on the World Wide Web.

Thesis (Ph. D. (Educational Psychology))--University of Pretoria, 2003. / Includes bibliographical references.