Thesis (Ph. D.)--University of Oregon, 2002. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 122-127). Also available for download via the World Wide Web; free to University of Oregon users.

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This study presents a modular connectionist model of the development of seriation in children. The model makes use of the cascade-correlation generative algorithm. The algorithm builds its own network topology as is required to solve the task. This model develops in a stage-like manner and goes beyond the previous rule based models by successfully capturing both the variability in strategies used and the sensitivity to differences in size increments. The application of a systematic operational procedure to a subset of the elements in the series is identified as a source of empirical seriation. Finally, the model predicts that the degree of disorder of the array under construction is a significant factor in determining the observed seriating behavior. A follow-up study involving 4- to 7-year-old children finds that the degree of disorder is a significant factor in children's abilities to recognize a completed series.

Objective. To examine the profile of executive function (EF) performance in children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) as function of their subtypes and comorbid disorders. Methods. Two hundred and eighteen, 6-12 year old children clinically diagnosed with ADHD were characterised according to their clinical profile. Various EF domains were assessed while children were not on medication. General cognitive performance was assessed using Wechsler Intelligence Scale for Children. Results. 54.1% of children were diagnosed with combined subtype, 34.9% with inattentive subtype and 11% with hyperactive subtype. Significant age difference was found in ADHD subtype distribution and significant age and IQ difference was found in EF performance. After controlling for age and IQ no association was found between EF and ADHD subtypes or EF and comorbid disorders. Conclusion. These results indicate that age and IQ play an important role in cognitive task performance.

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This thesis has explored the relationship between egocentric speech and conceptual tempo, and the influence of age, sex, and I.Q. on these variables. Egocentric speech was defined as the individual’s ability to recognize and provide verbal communication which was adequate for over-coming the informational deficiencies of his listeners, and was measured on a referential communication task. Conceptual tempo was defined as the reflective or impulsive cognitive mode of the individual, and was measured by a visual recognition task. It was hypothesized that the variance of referential communication would be influenced by conceptual tempo, with impulsive children being more egocentric. It was also predicted that increased age and I.Q. would decrease egocentric speech.The data was analyzed by multiple regression, and the relationship between conceptual tempo and referential communication was not significant. Age was found to significantly influence egocentric speech with old subjects exhibiting less than young subjects. I.Q. and sex were not found to significantly influence egocentric speech.