This thesis reports on a multi-phased research project conducted to evaluate the use of the Cognitive Orientation to daily Occupational Performance (CO-OP) approach with adults with stroke. Current approaches to motor recovery, called systems approaches, suggest that movement arises from a dynamic interaction among several different systems, including perception, cognition, and action, all within the context of the individual and his or her environment. CO-OP is an established treatment approach for children with motor-based performance problems that takes into account interactions among several systems, as well as individual needs and environmental factors. CO-OP is a client-centred, problem solving approach based on the theoretical foundations of learning and motor learning theory. The objectives of this project were: to examine the efficacy of CO-OP to improve motor skill acquisition and performance in adults living with chronic stroke; to explore other benefits of the approach; and to identify adaptations for use with adults with stroke. Two series of single case experimental studies were conducted, with three participants completing each. In addition, semi-structured interviews were conducted. Findings from the single case experiments provide evidence that CO-OP is associated with performance improvements in both trained and untrained self-selected goals in adults more than one year post stroke. As well, pre-post measures suggest there may be changes in performance satisfaction, motor control, generalized use of the affected upper extremity, and self-efficacy. Interview findings provided valuable information about the experiences of participants with the approach; the interview respondents enjoyed the increased sense of responsibility that came with problem solving on their own, but expressed a desire to have ongoing professional support. Suggestions for modifications to CO-OP for use adults with stroke are made. CO-OP is a promising approach to improve functional independence in adults with stroke. Future research is warranted.

This thesis reports on a multi-phased research project conducted to evaluate the use of the Cognitive Orientation to daily Occupational Performance (CO-OP) approach with adults with stroke. Current approaches to motor recovery, called systems approaches, suggest that movement arises from a dynamic interaction among several different systems, including perception, cognition, and action, all within the context of the individual and his or her environment. CO-OP is an established treatment approach for children with motor-based performance problems that takes into account interactions among several systems, as well as individual needs and environmental factors. CO-OP is a client-centred, problem solving approach based on the theoretical foundations of learning and motor learning theory. The objectives of this project were: to examine the efficacy of CO-OP to improve motor skill acquisition and performance in adults living with chronic stroke; to explore other benefits of the approach; and to identify adaptations for use with adults with stroke. Two series of single case experimental studies were conducted, with three participants completing each. In addition, semi-structured interviews were conducted. Findings from the single case experiments provide evidence that CO-OP is associated with performance improvements in both trained and untrained self-selected goals in adults more than one year post stroke. As well, pre-post measures suggest there may be changes in performance satisfaction, motor control, generalized use of the affected upper extremity, and self-efficacy. Interview findings provided valuable information about the experiences of participants with the approach; the interview respondents enjoyed the increased sense of responsibility that came with problem solving on their own, but expressed a desire to have ongoing professional support. Suggestions for modifications to CO-OP for use adults with stroke are made. CO-OP is a promising approach to improve functional independence in adults with stroke. Future research is warranted.

One purpose of this research was to investigate whether a cognitive approach developed for business and industry could be usefully added to other measures in the assessment of recently incarcerated criminal trainees' readiness to benefit from and progress in a cognitive skills training program titled 'Dignity, Encouragement, Truthfulness, Optimism, Uniqueness, Respect' (DETOUR). Another important purpose of this study was to obtain data relevant to the role of strategic learning and, in particular, to Weinstein's Model of Strategic Leaming (1994), and to related conceptualizations such as Salomon and Perkins' suggestions about the teaching of thinking skills (1987). Eighty volunteer inmates housed in a state prison transfer facility, selected by the prison school district staff to participate in the DETOUR program, comprised the subject pool. Although participants were not randomly assigned for this study, they were representative of the state prison system population in age, IQ, grade equivalency, and length of sentence. Participants were pre- and post-tested on three self-report instruments, two of which were cognitive, the START and the Criminal Sentiments Scale (CSS), and one behavioral instrument, the Client Behavior Report (CBR), and several other measures available from the DETOUR program. Multiple regression analysis revealed that the START, when added to the independent variables age, IQ, grade equivalency, and number of times incarcerated, increased the adjusted variance predicted by these independent variables from 4.7% to 23.9% on the CSS outcome measure, a statistically significant increase. Within subjects T-tests revealed that the DETOUR program significantly and positively affected students' scores on all three instruments. Also, a large number of significant relationships among sub-scales of these instruments appeared to be of theoretical and practical interest. The results of this study substantiate the usefulness of a cognitive strategies approach to assessing inmates in a state prison training environment, and support the START instrument's convergent validity (Campbell, 1996). Results of this study also were consistent with components of Weinstein's Model of Strategic Leaming and Salomon and Perkins' high road/low road model of transfer. / text

Stroke is the leading cause of long-term disability in the United States and often leaves individuals with physical and cognitive deficits. Stroke survivors are discharging to the home environment in increasing numbers rather than entering a long-term care facility. Family caregivers are needed to provide assistance for engagement in ADL, IADL, communication, and mobility tasks due to the residual deficits resulting from the stroke. Research indicates that caregivers are not adequately prepared in the inpatient setting to assume their new role and are therefore at risk for negative health outcomes and caregiver burnout. This doctoral project intends to address the need in the inpatient setting for proper and adequate caregiver education and training prior to a patient’s discharge home. The Post-Stroke Discharge Planning Toolkit and the caregiver perceived readiness questionnaire will address this need. Specifically, the toolkit will target education on stroke risk factors and complications; eating including swallowing, nutrition, hydration, PEG tube education; bowel and bladder care; positioning; caregiver self-care; supportive problem solving; facilitating of functional transfers, mobility, handling, and lifting; facilitating activities of daily living; communication; psychological aspects of caregiving; and referral services. The questionnaire will help identify gaps in knowledge faced by caregivers and serve as a planning tool and outcomes tool for intervention and evaluation. Ideally, through the use of the Post-Stroke Discharge Planning Toolkit, difficulty with discharge planning and negative health outcome risks associated with assuming the caregiver role can be mitigated or stopped prior to onset. The Post Stroke Discharge Planning Toolkit will be available in print and online.

This thesis investigated the management of conflict between reality and suggestion during hypnosis. The eight experiments conducted for this thesis investigated the social, motivational, and cognitive factors that mediate participants? response to conflict during a negative visual hallucination. Chapter 1 reviews the relevant literature and presents the rationale for the program of research. Chapter 2 presents Experiments 1 and 2, which explored hypnotic participants? capacity to manage conflict under different conditions. The findings indicated that cognitive and behavioural strategies that allow participants to avoid conflict are useful, but not essential, in managing hypnotic conflict. Chapter 3 presents Experiment 3, which developed a paradigm that allowed conflict to be manipulated in a way that minimised response cues. The findings indicated that gradually and unobtrusively modifying a stimulus influenced participants? responses even though participants did not indicate any knowledge that the stimulus was manipulated. Chapter 4 presents Experiment 4, which investigated the relevance of hypnotisability and hypnosis to conflict management. The findings indicated that hypnosis provides a context in which hypnotisable participants are able to maintain their belief despite demanding levels of conflict. Chapter 5 presents Experiments 5 and 6, which focused on the role of social demands in participants? response to hypnotic conflict. The findings indicated that demand characteristics shape participants? interpretation of the appropriate response to conflict during an hypnotic suggestion. Chapter 6 presents Experiments 7 and 8, which addressed the relevance of cognitive processes to hypnotic conflict management. The findings indicated that participants used cognitive strategies to manage conflict that were appropriate to the suggestion, degree of conflict, and their individual abilities. Overall, the findings indicated that hypnotic participants? management of conflict involves motivated, strategic responding so as to maintain a belief that events are as communicated by the hypnotist. These issues are discussed within a theoretical perspective that is presented in Chapter 7. This perspective emphasises the hypnotisability of participants, the role of hypnotic induction, participants? interpretation of the desired response, the belief that participants develop in the reality of the suggested events, and the readiness of participants to employ conflict management strategies that produce the appropriate outcome.

We disbelieve it; we deny it; we even disguise it; but racial prejudice continues to permeate the United States. As a result, researchers labor to determine variables that can reduce these attitudes and consequently, improve social behavior. Three confirmed conditions that can reduce racial attitudes include: (a) awareness to racial biases, (b) motivation for bias reduction, and (c) cognitive strategies for prejudice regulation. However, racial awareness are usually nonexistent for White Americans, and when introduced, racial awareness can cause negative outcomes, such as guilt or denial, that can decrease motivation to reduce one’s prejudice levels. The construct and practices of mindfulness may provide a solution to these limitations and help reduce racial prejudice levels for White individuals. The present dissertation explored the initial steps of this racial mindfulness program of research by first investigating the influence of White participants' degree of mindfulness on their racial prejudice levels using structural equation modeling. Because mindfulness can increase awareness to stimuli, mindfulness could meet the first prejudice reduction condition (i.e., raise awareness to racial stimuli), and therefore, reduce racial prejudice levels directly. In addition, mindfulness has been found to increase similar variables that influences motivation to reduce racial prejudice levels, such as empathy and interconnectedness. Therefore, White participants’ degree of mindfulness could decrease their racial prejudice levels indirectly as well. Results from this study indicated that mindfulness did not reduce racial prejudice levels directly or indirectly, although there were some methodology limitations that could have obscured the results. The next step investigated if White participants' degree of mindfulness can attenuate the negative affects that can arise when Whites first become aware of racial biases, as mindfulness has been found to mitigate ego defensiveness and negative emotions when one's self-esteem is threatened. Written reactions to a White privilege article from White participants identified as holding a high and low degree of general mindfulness were subject to content analysis. The results indicated that participants with a high degree of mindfulness exhibited greater awareness and acceptance to White privilege and less negative reactions. The findings support the need to create and explore a racial mindfulness intervention. / text

My goals for this study were to use Structure Equation Modeling (SEM) to: propose a conceptual model based on theoretical frameworks of student motivation variables, use of cognitive strategies, and use of self-regulation strategies affecting student academic performance; statistically examine each of the structural relationships among the above variables on student achievement; and, test for cultural differences between American and Korean community college students on the measurement model, factor means, and structure model. These SEM results provided support for four research hypotheses: (a) Students’ reported motivational variable scores had significantly positive effects on students’ reported use of self-regulation strategies for both the American and Korean community college students; (b) Students’ reported motivational variable scores had significantly positive effects on students’ reported use of cognitive strategies for both the American and Korean community college students; (c) Students’ reported motivational variable scores significantly positively predicted students’ academic achievement for both the American and Korean community college students; (d) Students’ reported use of cognitive strategies was positively related to students’ reported use of self-regulation strategies for both the American and Korean community college students. However, these results did not provide statistical support for the four research hypotheses; (e) Students’ reported use of cognitive strategies did not significantly predict students’ academic achievement in the overall model for both the American and Korean community college students; (f) Student’s reported use of learning skills strategies did not significantly predict students’ academic achievement in the overall model for both American and Korean community college students. Based on the results of the current study, many future studies can be suggested. First of all, future studies need to have various measurements to assess student academic achievement. GPA is only one measure for students’ academic achievement or success. Future research should consider alternative measurements such as peer or teacher evaluation, students’ satisfaction, problem-solving ability in the context of the course student are taking, ability to transfer and so on. If research includes more alternative measurements to measure student success, research may avoid the limitation of using only GPA as student success. / text

A presente pesquisa investiga a aquisição do conceito de número racional na sua representação fracionária. O estudo justifica-se devido ao alto índice de dificuldades apresentadas pelos alunos na compreensão do conceito de número racional, que faz parte do pensamento multiplicativo. Apontamos a conexão entre os números fracionários e o raciocínio multiplicativo, destacando que as frações são números produzidos por divisões que resultam sempre em partes iguais. Nosso objetivo de pesquisa é comparar as estratégias cognitivas utilizadas por alunos com bom desempenho em Matemática com as estratégias cognitivas utilizadas por alunos que apresentam baixo desempenho escolar em Matemática, durante o processo de aquisição dos diferentes significados dos números fracionários: parte-todo, quociente e operador multiplicativo. Descrevemos as estratégias cognitivas utilizadas por cinqüenta alunos, de 4ª à 8ª séries do Ensino Fundamental, de uma escola privada da cidade de Porto Alegre. Verificamos a desconexão entre a compreensão dos alunos sobre a divisão e a aprendizagem de frações e a relacionamos à tendência metodológica de ensinar o conceito de número fracionário enfatizando somente o significado parte-todo. Constatamos que existem semelhanças na utilização das estratégias pelos alunos dos dois grupos. Percebemos que, embora as estratégias sejam comuns, os resultados mostram diferenças na recuperação automática de fatos na memória, que afetam a resolução de problemas mais complexos. A pesquisa aponta a necessidade de explorar a aquisição dos números fracionários em várias situações e em diferentes contextos, repensando o ensino de fração na escola. Tal ensino deve levar em consideração os conhecimentos informais, valorizar as diferentes estratégias utilizadas pelos alunos, promover interações entre eles para observar suas estratégias, proporcionar diversidade de ensino e reflexão das estratégias utilizadas, possibilitando um avanço no sentido de estratégias mais eficientes e econômicas. / The present research investigates the acquisition of the concept of rational number in its fractional representation. This study is justified due to the high degree of difficulty presented by students in understanding the concept of rational number, which is part of the multiplicative thought, observing that fractions are numbers produced by divisions which always result in equal parts. The objective of this research is to compare the cognitive strategies used by two groups of students: one with high performances in Math and the other one with low performance, during the process of learning different meanings of fractional numbers such as: whole-part, quotient’ and multiplicative operator. Cognitive strategies of fifty 4th to 8th Elementary School students from a private school in Porto Alegre were studied. A disconnection between the students’ understanding of division and their learning about fractions was verified. There is a tendency of teaching students the fractional number concept only emphasizing the meaning of the whole-part. Results of the research suggest that both groups of students used similar strategies and although strategies were alike, the results showed differences in the automatic retrieval of facts in the memory which affects solving higher complexity problems. The research shows the need of exploring the acquisition of fractional numbers in different situations and contexts, rethinking the teaching of fractions in schools. Such teaching should take into consideration informal knowledge, emphasize different strategies used by students, promote interaction between students in order to observe their strategies, and stimulate diversity in teaching and reflection on strategies used by students. Thus, more efficient and economical strategies would be possible.

Previous attentional focus literature suggests that adopting an external focus (EF) results in greater force production through a variety of mechanisms. The purpose of the present study was to examine the effects of attentional focus and dual-tasking when performing heavily loaded barbell movements that are specific to strength-based sports. Fifteen resistance-trained males (age = 23.3 ± 3.4 years) reported to the laboratory for three visits. The first visit consisted of a five-repetition maximum (5RM) test on the conventional deadlift. During the subsequent sessions, the participants performed a total of twelve single conventional deadlift repetitions while adopting an internal focus (IF), an external focus (EF), or while performing the cognitive task (COG). The IF and EF consisted of focusing on activating the quadriceps and maintain a straight bar path, respectively. The COG consisted of counting the total occurrence of two single-digits in a sequence of three-digit numbers, separately. Three-dimensional motion capture and force platforms were used to collect kinematic and kinetic data. No significant differences were found between the IF, the EF and the COG for lift duration, peak barbell velocity, peak vertical ground reaction force, area of 95% confidence ellipse, peak hip moments and peak hip powers. Adopting an EF significantly reduced variability of the barbell trajectory and centre of pressure (COP) in the anterior-posterior direction. Mean velocity of COP was also significantly lower for the EF. Our findings suggest that adopting an EF may lead to greater postural stability when performing heavily loaded barbell movements.

A presente pesquisa investiga a aquisição do conceito de número racional na sua representação fracionária. O estudo justifica-se devido ao alto índice de dificuldades apresentadas pelos alunos na compreensão do conceito de número racional, que faz parte do pensamento multiplicativo. Apontamos a conexão entre os números fracionários e o raciocínio multiplicativo, destacando que as frações são números produzidos por divisões que resultam sempre em partes iguais. Nosso objetivo de pesquisa é comparar as estratégias cognitivas utilizadas por alunos com bom desempenho em Matemática com as estratégias cognitivas utilizadas por alunos que apresentam baixo desempenho escolar em Matemática, durante o processo de aquisição dos diferentes significados dos números fracionários: parte-todo, quociente e operador multiplicativo. Descrevemos as estratégias cognitivas utilizadas por cinqüenta alunos, de 4ª à 8ª séries do Ensino Fundamental, de uma escola privada da cidade de Porto Alegre. Verificamos a desconexão entre a compreensão dos alunos sobre a divisão e a aprendizagem de frações e a relacionamos à tendência metodológica de ensinar o conceito de número fracionário enfatizando somente o significado parte-todo. Constatamos que existem semelhanças na utilização das estratégias pelos alunos dos dois grupos. Percebemos que, embora as estratégias sejam comuns, os resultados mostram diferenças na recuperação automática de fatos na memória, que afetam a resolução de problemas mais complexos. A pesquisa aponta a necessidade de explorar a aquisição dos números fracionários em várias situações e em diferentes contextos, repensando o ensino de fração na escola. Tal ensino deve levar em consideração os conhecimentos informais, valorizar as diferentes estratégias utilizadas pelos alunos, promover interações entre eles para observar suas estratégias, proporcionar diversidade de ensino e reflexão das estratégias utilizadas, possibilitando um avanço no sentido de estratégias mais eficientes e econômicas. / The present research investigates the acquisition of the concept of rational number in its fractional representation. This study is justified due to the high degree of difficulty presented by students in understanding the concept of rational number, which is part of the multiplicative thought, observing that fractions are numbers produced by divisions which always result in equal parts. The objective of this research is to compare the cognitive strategies used by two groups of students: one with high performances in Math and the other one with low performance, during the process of learning different meanings of fractional numbers such as: whole-part, quotient’ and multiplicative operator. Cognitive strategies of fifty 4th to 8th Elementary School students from a private school in Porto Alegre were studied. A disconnection between the students’ understanding of division and their learning about fractions was verified. There is a tendency of teaching students the fractional number concept only emphasizing the meaning of the whole-part. Results of the research suggest that both groups of students used similar strategies and although strategies were alike, the results showed differences in the automatic retrieval of facts in the memory which affects solving higher complexity problems. The research shows the need of exploring the acquisition of fractional numbers in different situations and contexts, rethinking the teaching of fractions in schools. Such teaching should take into consideration informal knowledge, emphasize different strategies used by students, promote interaction between students in order to observe their strategies, and stimulate diversity in teaching and reflection on strategies used by students. Thus, more efficient and economical strategies would be possible.