This thesis contributes to theorising observational drawing from a cognitive perspective. Our current understanding of drawing is developing rapidly through artistic and scientific enquiry. However, it remains fragmented because the frames of reference of those modes of enquiry do not coincide. Therefore, the foundations for a truly interdisciplinary understanding of observational drawing are still inceptive. This thesis seeks to add to those foundations by bridging artistic and scientific perspectives on observational process and the cognitive aptitudes underpinning it. The project is based on four case studies of experienced artists drawing processes, with quantitative and qualitative data gathered: timing of eye and hand movements, and artists verbal reports. The data sets are analysed with a generative approach, using behavioural and protocol analysis methods to yield comparative models that describe cognitive strategies for drawing. This forms a grounded framework that elucidates the cognitive activities and competences observational process entails. Cognitive psychological theory is consulted to explain the observed behaviours, and the combined evidence is applied to understanding apparent discrepancies in existing accounts of drawing. In addition, the use of verbal reporting methods in drawing studies is evaluated. The study observes how drawing process involves a segregation of activities that enables efficient use of limited and parametrically constrained cognitive resources. Differing drawing strategies are shown to share common key characteristics; including a staged use of selective visual attention, and the capacity to temporarily postpone critical judgement in order to engage fully in periods of direct perception and action. The autonomy and regularity of those activities, demonstrated by the artists studied, indicate that drawing ability entails tacit self-knowledge concerning the cognitive and perceptual capacities described in this thesis. This thesis presents drawing as a skill that involves strategic use of visual deconstruction, comparison, analogical transfer and repetitive cycles of construction, evaluation and revision. I argue that drawing skill acquisition and transfer can be facilitated by the elucidation of these processes. As such, this framework for describing and understanding drawing is offered to those who seek to understand, learn or teach observational practice, and to those who are taking a renewed interest in drawing as a tool for thought.

This dissertation encourages adoption of a message-oriented receiver perspective when developing new instructional communication theories and proposes a causal-process model derived from Knowledge Acquisition Theory to demonstrate how this perspective can be used to predict student cognitive learning outcomes. Three hypotheses are generated to test the propositions of the derived model. The first hypothesis seeks to determine which dimensions of instructional message clarity and course content relevance best predict student interactions with instructional content. The second hypothesis predicts that student self-reported knowledge gains are a function of student interactions with content. The third hypothesis predicts that a significant proportion of the variance in knowledge gains can be explained by the combination of message characteristics with student content interactions both in and outside the classroom. A cross-sectional survey research design was used to collect responses from undergraduate students at a large southern public research university (n=333). The hypotheses were tested using linear and hierarchical regression and results demonstrated statistical support for all three hypotheses. The first hypothesis revealed the dimensions of instructional message clarity and course content relevance that significantly predicted student interactions with content inside and outside of class. Support for the second hypothesis illustrated that both in class and out of class content interactions significantly predicted student self-reports of knowledge gains. Finally, hypothesis 3 tested the comprehensive causalprocess model derived from Knowledge Acquisition Theory. The derived model received strong support and ultimately accounted for 65% of the variance in student perceptions of knowledge gains. Student perceptions of knowledge gains increased when students perceived textbook messages as clear, course goals and expectations as clear, content as relevant to their own lives, and when students enacted knowledge acquisition behaviors outside of class. Surprisingly, in class content interaction, presentation clarity, and procedural clarity dropped out of the model. Implications and limitations of the present study are discussed, directions for future research are suggested, and a persuasive argument is presented for why instructional communication researchers should continue to develop a message effects research agenda supporting the development of strong instructional communication theories that produce practical results to inform educational practices.

This dissertation is a theoretically driven empirical analysis of instructional communication in academic advising. It explores the effects of perceived advisor accommodation on advisee learning. Specifically, it examines whether academic advisors employ accommodation communication that influence affect, cognitive learning, and behavioral learning outcomes in advisees. Four hundred and seventeen students were asked to report on their perceptions of learning through an online cross-sectional survey that addressed communication accommodation strategies employed in the advisor/advisee experience. Results show that behavioral learning (measured by intentions) was significantly predicted by advisor inquiry of school-related content (β = .391, p < .01); advisor attentiveness (β = -.169, p < .01); affect toward advising content (β = .154, p < .01); and cognitive knowledge (β = .244, p < .01)].

by Cheung Shuk Fan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leaves 135-146). / by Cheung Shuk Fan. / ACKNOWLEDGEMENT --- p.i / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iv / LIST OF TABLES --- p.viii / LIST OF FIGURES --- p.x / Chapter CHAPTER 1 --- INTRODUCTION / Chapter 1.1 --- Background of the Study --- p.1 / Chapter 1.2 --- Purpose of the Study --- p.3 / Chapter 1.3 --- Significance of the Study --- p.3 / Chapter CHAPTER 2 --- THEORETICAL FRAMEWORK / Chapter 2.1 --- Macrostructure Theory --- p.4 / Chapter 2.1.1 --- Text Processing --- p.4 / Chapter 2.1.2 --- Microstructure of Discourse --- p.6 / Chapter 2.1.3 --- Macrostructure of Discourse --- p.7 / Chapter 2.1.4 --- Macrorules --- p.8 / Chapter 2.1.5 --- Macro-operators --- p.9 / Chapter 2.1.6 --- Factors affecting Comprehension and Inference Processing --- p.10 / Chapter 2.2 --- Anderson's ACT Production Theory --- p.14 / Chapter 2.2.1 --- Memories and Knowledge Representation --- p.14 / Chapter 2.2.2 --- Psychological Processes --- p.16 / Chapter 2.2.3 --- Activation --- p.16 / Chapter 2.2.4 --- Cognitive Skills Acquisition --- p.17 / Chapter 2.2.5 --- Comprehension and Inference Processing under the ACT --- p.19 / Chapter CHAPTER 3 --- REVIEW OF LITERATURE / Chapter 3.1 --- Review on Self-Questioning Instructional Research --- p.25 / Chapter 3.1.1 --- Active Processing Theory --- p.25 / Chapter 3.1.2 --- Metacognitive Theory --- p.26 / Chapter 3.1.3 --- Schema Theory --- p.28 / Chapter 3.2 --- Studies on Instructional Strategies in Self-Questioning Research --- p.30 / Chapter 3.2.1 --- Types of Intervention Training adopted by Self-questioning Research --- p.30 / Chapter 3.2.2 --- Review of Studies on Instructional Strategies --- p.33 / Chapter 3.2.3 --- Instructional Processes --- p.38 / Chapter 3.3 --- Variables in Self-Questioning Research --- p.41 / Chapter 3.3.1 --- Types and Frequency of Questions --- p.42 / Chapter 3.3.2 --- Demand Task --- p.45 / Chapter 3.3.3 --- Text Control --- p.46 / Chapter 3.3.4 --- Assessment Formats --- p.49 / Chapter 3.4 --- Methodological Considerations in Self-Questioning Research --- p.50 / Chapter CHAPTER 4 --- METHODOLOGY / Chapter 4.1 --- Research Questions --- p.52 / Chapter 4.2 --- Variables and Hypotheses --- p.52 / Chapter 4.2.1 --- Variables --- p.52 / Chapter 4.2.2 --- Null Hypotheses --- p.53 / Chapter 4.3 --- Subjects --- p.54 / Chapter 4.4 --- Materials --- p.56 / Chapter 4.4.1 --- Readability Level of the Materials --- p.56 / Chapter 4.4.2 --- Interrater Reliability of Texts --- p.58 / Chapter 4.4.3 --- "Passages for Pretest, While-test and Posttest" --- p.59 / Chapter 4.4.4 --- Passages for Training --- p.61 / Chapter 4.4.5 --- Comprehension Questions --- p.62 / Chapter 4.5 --- Procedure --- p.62 / Chapter 4.5.1 --- Pretest --- p.63 / Chapter 4.5.2 --- The Training Program --- p.63 / Chapter 4.5.3 --- Posttest --- p.67 / Chapter 4.6 --- Data Collection --- p.68 / Chapter 4.6.1 --- Comprehension Scores --- p.68 / Chapter 4.6.2 --- Number and Types of Self-Questions --- p.70 / Chapter 4.7 --- Scoring for Comprehension Questions --- p.71 / Chapter 4.8 --- Data Analysis --- p.72 / Chapter 4.9 --- Limitations --- p.73 / Chapter CHAPTER 5 --- RESULTS / Chapter 5.1 --- Self-questioning Effects on Comprehension --- p.75 / Chapter 5.1.1 --- Results on Comprehension during While-test --- p.76 / Chapter 5.1.2 --- Results on Comprehension during Posttest --- p.82 / Chapter 5.1.3 --- A Summary of Self-questioning Effects on Comprehension --- p.86 / Chapter 5.2 --- Self-questioning Effects on Inference Generation --- p.87 / Chapter 5.2.1 --- Results on Inference Generation during While-test --- p.88 / Chapter 5.2.2 --- Results on Inference Generation during Posttest --- p.92 / Chapter 5.2.3 --- A Summary of Self-questioning Effects on Inference Generation --- p.96 / Chapter 5.3 --- Correlation between Comprehension and Inference Scores --- p.97 / Chapter 5.3.1 --- Correlation among Comprehension Scores --- p.98 / Chapter 5.3.2 --- Correlation among Inference Scores --- p.98 / Chapter 5.3.3 --- Correlation between Comprehension and Inference Scores --- p.99 / Chapter 5.3.4 --- A Summary --- p.100 / Chapter 5.4 --- The Effects of Nature and Levels of Self-questions on Comprehension and Inference Processing --- p.100 / Chapter 5.4.1 --- Distribution of Self-questions classified by Nature and Levels --- p.101 / Chapter 5.4.2 --- Nature of Self-questions and Comprehension and Inference Processing --- p.105 / Chapter 5.4.3 --- Levels of Self-questions and Comprehension and Inference Processing --- p.109 / Chapter 5.4.4 --- A Summary on Nature and Levels of Self-questions --- p.113 / Chapter CHAPTER 6 --- DISCUSSION / Chapter 6.1 --- Comprehension Monitoring Strategies and Self-questions --- p.116 / Chapter 6.2 --- Comprehension and Inference Processing in Reading --- p.117 / Chapter 6.3 --- Effects of Self-questions on Comprehension and Inference Processing --- p.119 / Chapter 6.3.1 --- The Effects of the Self-questioning Training Program --- p.119 / Chapter 6.3.2 --- Nature of Self-questions and Comprehension and Inference Processing --- p.122 / Chapter 6.3.3 --- Levels of Self-questions and Comprehension and Inference Processing --- p.125 / Chapter 6.4 --- Length of Passage and Comprehension and Inference Processing under the Effects of Self-questions --- p.127 / Chapter CHAPTER 7 --- CONCLUSION / Chapter 7.1 --- Summary of Findings --- p.129 / Chapter 7.2 --- Implications of Findings --- p.130 / Chapter 7.2.1 --- Self-questioning Intervention --- p.130 / Chapter 7.2.2 --- Comprehension and Inference --- p.132 / Chapter 7.2.3 --- Student-generated Questions --- p.133 / Chapter 7.3 --- Future Directions --- p.134 / REFERENCES --- p.135 / APPENDICES / Appendix A 19 Narrative texts --- p.147 / Appendix B Readability Evaluation Form --- p.156 / Appendix C 13 texts in cloze form --- p.159 / "Appendix D Pretest, While-test and Posttest passages with Comprehension Questions" --- p.166 / Appendix E Opinion Survey Evaluation Form --- p.180

The purpose of this study was to compare the flipped and traditional classroom pedagogies in relation to retention, critical thinking skills, and student engagement as measured by the multiple choice and short answer questions on the final exams, course evaluations, and CUCEI scores. Radiologic technologists, nuclear medicine technologists, and radiation therapists play vital roles in both diagnostic and therapeutic applications in patient care. Employers today are seeking graduates who know more, are better able to apply this knowledge, and solve more challenging problems (McLean, et al., 2016). This quasi-experimental study aimed to compare the flipped and traditional classroom pedagogies at increasing retention and critical thinking skills, as measured by final exams, and student engagement, as measured by course evaluations. The model was delivered and assessed for 61 radiation science students at Virginia Commonwealth University’s College of Health Professions Radiation Science program. Based on numerical results for the final exam and College and University Classroom Environment Inventory (CUCEI), no significant difference in critical thinking skills, retention, or student engagement was observed between the flipped and traditional pedagogies for radiation science students. For the purpose of this study, pedagogy referred to the application of a method of teaching, the flipped or traditional classroom, in relation to constructs of the Cognitive Learning Theory (CLT). For this study retention is defined as the amount of information that a student can retain for the length of a semester, 15 weeks. Critical thinking is defined as the students’ successful ability to take several concepts and put them together to make an analysis of a given situation. Student engagement for this study was defined as the level of attention and interest for the material being taught. Further analysis of the results indicated that the demographics (gender, age, years in college, and race) did not affect preference for flipped or traditional pedagogy. Statistically significant results on the CUCEI subcategories of satisfaction and innovation indicate that students found the flipped classroom more enjoyable and innovative than the traditional classroom. These results support professor exploration of different teaching pedagogies that they are comfortable with. Further studies are needed to ensure model validity and generalizability of findings.

Thesis (Ph.D.)--University of Delaware, 2006. / Principal faculty advisor: James C. Galloway, Dept. of Physical Therapy. Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 272-279).

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

This study aimed to explore how 31 collage students' cognitive performance and their ability to create false memories were affected by the exposure of an extraneous background noise. The studies main hypotheses were based on previous research on how extraneous noise affect the cognitive ability and the creation of false memories: 1) that an extraneous background noise increases the ability to create false memories, 2) that an extraneous background noise impairs the learning of cognitive information, 3) that an extraneous background noise contributes to an increased representation of fictional words, 4) that an extraneous background noise impedes the ability to understand speech . The results showed a tendency in which false memories increased in the condition without background noise, a result which goes in the opposite direction of the hypothesis. Furthermore, the result supported the hypothesis that the extraneous background noise impairs the learning of cognitive information. The results also showed that there was no effect between the conditions regarding the representation of fictional information. However, the result confirmed the hypothesis that a background noise impedes the ability to understand speech. The authors believe that studies like this are of great importance to the debate about how noise in open plan offices affect people's performance and the appearance of error information. / Denna studie grundar sig på en undersökning om hur 31 högskolestudenters kognitiva prestation, samt förmåga att skapa falska minnen påverkades av ett ovidkommande bakgrundsbrus. Studiens huvudsakliga hypoteser utformades utifrån tidigare forskning om hur ovidkommande ljudkällor påverkar den kognitiva förmågan samt inverkar på skapandet av falska minnen; 1) att ett ovidkommande bakgrundsbrus ökar förmågan att skapa falska minnen, 2) att ett ovidkommande bakgrundsbrus försämrar inlärningen av kognitiv information, 3) att ett ovidkommande bakgrundsbrus bidrar till en ökad återgivning av påhittad information, 4) att ett ovidkommande bakgrundsbrus försvårar förmågan att uppfatta tal. Resultatet visade en tendens av att falska minnen ökade i betingelsen utan bakgrundsbrus vilket går i hypotesens motsatta riktning. Vidare gav resultatet stöd åt hypotesen att ovidkommande bakgrundsbrus försämrar inlärningen av kognitiv information. I resultatet framgick även att det inte förelåg någon effekt mellan betingelserna beträffande återgivningen av påhittad information. Däremot bekräftades författarnas hypotes att ett bakgrundsbrus försvårar förmågan att uppfatta tal. Författarna menar att studier likt denna är av stor betydelse för debatten kring hur buller i öppna kontorslandskap påverkar människors prestationsförmåga samt uppkomsten av fel information.

The distance learning environment is one that involves a complex array of factors that influence a learner’s perspective of presence, satisfaction, and learning. This study was designed to investigate Lee College freshmen and sophomore students’ perceptions of social presence. The purpose of the study was to (a) determine whether or not differences in perceptions of social presence exist among participants who differ in gender, age, and total level of education and (b) investigate whether or not there was a relationship between the participants’ perceptions of social presence and their online course activities in WEBCT®. This study was conducted using a questionnaire. The data were collected from a convenience sample of 252 freshmen and sophomore level students at Lee College in Baytown, Texas. A response rate of 62% resulted in a final sample of 156. The content validity of the questionnaire was established via expert opinion, and the internal consistency and reliability of the instrument was calculated using Cronbach’s α. Data screening techniques were employed as the first step in the data analysis process. Frequency counts, central tendencies, and standard deviations were used in the descriptive analysis of the data obtained via the questionnaire. Correlations and one-way ANOVAS were employed to answer research question 1 regarding the participants’ perceptions of social presence and their personal characteristics (i.e., gender, age, and their total number of college credits earned). Six conclusions were generated regarding the participants’ perceptions of social presence and their gender, age, and total number of college credits earned. Principal factor analysis with Varimax rotation revealed six constructs for research question 2 regarding the online course activities in WEBCT®. Differences in the participants’ perceptions of social presence in the six constructs for the online course activities in WEBCT® were obtained. A stepwise regression analysis was conducted to obtain additional information regarding the amount of explained variance added by each of the respective predictors. Cronbach’s alpha was used to assess reliability of the data. Twelve conclusions were generated for research question 2 regarding the participants’ perceptions of social presence and the online course activities. Specific human resource development practices were suggested.