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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
181

Kognisie, hemisferiese taalverteenwoordiging en lateraliteit by dislektiese seuns

Pelser, Marié E. 08 May 2014 (has links)
M.A. (Psychology) / The goal of the present study was to determine whether there exist any differences in cognitive skills between left-handed dyslexic boys and righthanded dyslexic boys with left hemisphere speech representation. The comparison was made in terms of their verbal and visuo-spatial skills. The motivation for this study resulted from a hypothesis that was formulated by Geschwind and Behan (1982). The hypothesis states that there exists a difference in functional hemispheric asymmetry between left-handed and righthanded dyslexic boys with left hemispheric language representation. By virtue of their explanation of dyslexia in terms of a prenatal hyper secretion of the hormone called testosterone, Geschwind and Behan state that left-handed dyslexic boys will perform better than right-handed dyslexic boys on visuospatial tasks. An empirical study was performed in order to compare the verbal and visuospatial skills of left-handed and right-handed dyslexic boys. Twenty-six lefthanded and 26 right-handed dyslexic boys served as the experimental subjects. All the subjects had left hemispheric language representation. The selection of the experimental subjects was done by means of the dichotic listening technique as well as with the Harris test of lateral dominance. The nine subtests of the Senior South African Individual Scale-Revised served as measuring-instrument. The first five subscales represented the verbal cognitive skills. The visuo-spatial skills were measured with subtests six to nine. The data were statistically analysed by means of Hotelling's T2-test and Student's t-tests. The results indicated that there were no statistically significant differences between left-handed and right-handed dyslexic boys with left hemispheric language representation in terms of any of the verbal and visuo-spatial subtests. The relationship between hand preference, functional hemispheric asymmetry and dyslexia is elucidated by the present study which rejects the GeschwindBehan hypothesis that there exists a difference in functional hemispheric asymmetry between left-handed and right-handed dyslexic boys. A previous study (Hugdahl et aI., 1989) accepted this hypothesis. Further research is thus necessary in order to determine the validity of the Geschwind-Behan hypothesis.
182

The relationship between outcomes based education and cognitive development : an exploration of South African learners

Austin, Tracey-Lee 28 February 2011 (has links)
M.A. / Jean Piaget (1896-1980) played a major role in laying the groundwork for many of our current beliefs about cognitive development. By examining children's answers to particular questions and how they reached those answers, Piaget concluded that children's thinking was qualitatively different from adults and that it had its own special logic. Piaget was concerned with explaining the universal aspects of cognitive development rather than individual differences between people. While specific beliefs and ideas of different cultures may vary, Piaget posited that the stages of cognitive development, namely, sensori-motor, preoperational, concrete operational and formal operational, unfold in the same sequence at roughly the same ages, irrespective of cultural and educational background. The new political changes in South Africa have transformed the education policies from the content-orientated, rote-learning based curriculum of the past, to a skills-based, interactive learning approach called OutcomesBased Education (OBE). OBE aims to move away from the old 'tabula rasa' education policy towards a dynamic learning system that involves learners at a critical level of intelligence. OBE presents itself as compatible with developments in cognitive psychology, particularly Piaget's theory of intellectual development. The aim of this study was to explore, on a theoretical level, whether OBE is a marked improvement on the old system, particularly with regard to cognitive development, or whether the old system is equivalent to or better than OBE as a facilitator of the development of the concrete operational and formal operational stages. As this was a literature survey, an extensive theoretical analysis on Piaget's theory as well as on the premises of OBE was done, in order to determine whether there are theoretical links between OBE and Piaget's theory. Theoretical links were found between OBE and Piaget's theory, hence the pertinent and salient aspects of both Piaget's theory and the premises of OBE were reformulated in terms of the following hypotheses for the next stage of the research: • Children exposed to OBE will show an accelerated cognitive development when compared to children who have not been exposed to OBE. • There is a relationship between OBE and cognitive development. These hypotheses will have to be followed up by an empirical study where the cognitive development of learners from an OBE system will have to be compared with the cognitive development of learners from a non-OBE system. The research design of such a study will have to be such that the proposed hypotheses could be tested.
183

Executive functioning in children diagnosed with ADHD : examining DSM-IV subtypes and comorbid disorders

Ter-Stepanian, Mariam. January 2007 (has links)
No description available.
184

Concept discovery : a study of classification strategies used by children on the dimensions of colour, function and material

Kambites, Sarah Mukebezi January 1979 (has links)
No description available.
185

The influence of prior knowledge on children's eyewitness memory, identifications, and suggestibility.

Ricci, Christine M. 01 January 1996 (has links) (PDF)
No description available.
186

Maternal input in the introduction of novel hierarchically organized concepts.

Long, Laurel M. 01 January 1991 (has links) (PDF)
No description available.
187

The organization of the dialogical mind : a naturalistic study of two children's language acquisition and mental development /

Stitts, Dane Harry January 1985 (has links)
No description available.
188

Relationships between late developing concrete operations and information integration factors in nine and eleven year olds /

Falkner, Russell A. January 1987 (has links)
No description available.
189

A comparison of the responses of neurologically impaired, psychogenic emotionally disturbed, and normal, well-adjusted children to the Goldstein-Scheerer tests /

Bireley, Marlene January 1966 (has links)
No description available.
190

Effect of type of planned experience on equivalence-choices of four-year-old children /

Marion, Marian January 1976 (has links)
No description available.

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