Thesis (Ph. D. in Teaching and Learning)--Vanderbilt University, Aug. 2006. / Title from title screen. Includes bibliographical references.

Thesis (Ph. D.)--University of Notre Dame, 2006. / Thesis directed by John G. Borkowski for the Department of Psychology. "April 2006." Includes bibliographical references (leaves 67-72).

Thesis (Ph. D.)--University of North Texas, May, 2007. / Title from title page display. Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (May 2, 2007) Vita. Includes bibliographical references.

No description available.

Please read the abstract in the section 00front of this document / Thesis (DPhil (Psychology))--University of Pretoria, 2007. / Psychology / unrestricted

Recent reviews (Peyser & Poser, 1986; Rao, 1986) suggest that Multiple Sclerosis results in cognitive impairments in the areas of learning and memory, abstract reasoning, information processing efficiency, and, often, visual-spatial ability. Whether this pattern applies to the individual with MS is unclear. Due to the disseminated distribution of MS neuropathology, patients may undergo idiosyncratic cognitive changes dependent upon the site of white matter lesions. The present study explored this question using cluster analysis on the neuropsychological data from a group of mildly disabled MS patients (n = 177) and a well-matched control group (n=89). In a group of MS patients who were identified with unequivocal cognitive impairment, the resultant clusters indicated that MS does not result in a characteristic pattern of impairment. Two clusters were obtained that resembled the pattern described in the literature, while the majority of patients clustered into groups with specific deficits in one or two areas, with normal performance in others. In order to identify associations between cluster groups and lesion sites, frequency tables were constructed for the presence of a lesion on Magnetic Resonance Imaging in 24 brain sites. An association was obtained between two lesion sites and two cognitive tests. Visual-spatial impairment, as assessed by the Benton Visual Retention test, was associated with lesions in the genu of the corpus callosum and with more lesions throughout the corpus callosum. Impaired performance on Paired Associates, a test of learning and memory for novel verbal associations, was associated with a lesion in the deep white matter of the left parietal lobe. The results support the hypothesis that MS results in multiple patterns of cognitive impairment depending on the individual placement of white matter lesions. Identifying and characterizing the heterogeneity of the impairment may greatly increase our understanding of the role of myelin in cognition and the functions of white matter tracts in the brain. / Arts, Faculty of / Psychology, Department of / Graduate

This study used an experimental design and a direct test of recall to provide data about teacher immediacy and student cognitive learning. Four hypotheses and a research question addressed two research problems: first, how verbal and nonverbal immediacy function together and/or separately to enhance learning; and second, how immediacy affects cognitive learning in relation to student motivation. These questions were examined in the context of video instruction to provide insight into distance learning processes and to ensure maximum control over experimental manipulations. Participants (N = 347) were drawn from university students in an undergraduate communication course. Students were randomly assigned to groups, completed a measure of state motivation, and viewed a 15-minute video lecture containing part of the usual course content delivered by a guest instructor. Participants were unaware that the video instructor was actually performing one of four scripted manipulations reflecting higher and lower combinations of specific verbal and nonverbal cues, representing the four cells of the 2x2 research design. Immediately after the lecture, students completed a recall measure, consisting of portions of the video text with blanks in the place of key words. Participants were to fill in the blanks with exact words they recalled from the videotape. Findings strengthened previous research associating teacher nonverbal immediacy with enhanced cognitive learning outcomes. However, higher verbal immediacy, in the presence of higher and lower nonverbal immediacy, was not shown to produce greater learning among participants in this experiment. No interaction effects were found between higher and lower levels of verbal and nonverbal immediacy. Recall scores were comparatively low in the presence of higher verbal and lower nonverbal immediacy, suggesting that nonverbal expectancy violations may have hindered cognitive learning. Student motivation was not found to be a significant source of error in measuring immediacy's effects, and no interaction effects were detected between levels of student motivation, teacher verbal immediacy, and teacher nonverbal immediacy.

Thesis (M.I.T.)--The Evergreen State College, 2009. / Title from title screen (viewed 7/30/2009). Includes bibliographical references (leaves 95-100).

Thesis (Ph. D.)--University of California, San Diego, 2009. / Title from first page of PDF file (viewed September 15, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references.