This study explored supportive relationships among objectives from different domains of learning outcomes, namely, the learning of a concept classification skill, information, and attitudes toward the skill. Two versions of an instructional module on the ARCS motivation model were randomly assigned to pre-service teacher-education students. One version contained examples of problem solving, using teachers as models, whereas the other version used business training as the context of the module. Together with the "relevance" of the instruction, self-concept of ability, attitude toward learning of the ARCS model, actual level of skill acquisition, and final attitude toward the practical use of the ARCS model formed a hypothesized path model of causal inference, which was to be empirically confirmed in this study. / The results indicated that the relevant version of the material had a positive effect on the pre-instructional motivation for personal commitment. Such an effect, however, was not found on the acquisition of the skill and on attitude formation favoring practical use of the ARCS model. The hypothesized path model was not found to fit the data in this study. Among the variables in the path model, a positive relationship was found between the level of skill acquisition and favorable feeling toward the learned model. In contrast, the level of skill acquistion was not related to the behavioral intentions in a statistically reliable manner. Some alternatives to the hypothesized model were identified, although the specification of these models needs to be supported by future research. Results are discussed in light of the hypotheses, as well as theoretical frameworks so that the hypothesized model may be confirmed, or revised, in future research. Implications for instructional design practices are also discussed. / Source: Dissertation Abstracts International, Volume: 48-02, Section: A, page: 0348. / Thesis (Ph.D.)--The Florida State University, 1987.

This study compared the relative effects of inserted questions and note taking on the recall of relevant and incidental information from written text material. A 3 x 2 factorial design (treatment group x reading comprehension level) was used. Subjects (N = 141) were randomly assigned to three groups: (a) postquestion/review; (b) note taking/review; or (c) mental review. / It was hypothesized that (a) subjects in the postquestion/review group would recall more relevant information than subjects in the note taking/review group and (b) subjects in the note taking/review group would recall more incidental information than subjects in the postquestion/review group. / Two research questions were also addressed: (1) Is there any interaction between treatment group and subject's reading comprehension level for the recall of relevant and/or incidental information? (2) For the postquestion/review group, is there any correlation between subject's performance on the postquestions and subject's performance on the posttest? / The first hypothesis was confirmed. Subjects in the postquestion/review group recalled significantly more relevant information than subjects in the note taking/review group. The results of the statistical analyses for all other variables were not significant. / Conclusions were drawn and recommendations for future research were suggested. / Source: Dissertation Abstracts International, Volume: 48-03, Section: A, page: 0607. / Thesis (Ph.D.)--The Florida State University, 1987.

Source: Dissertation Abstracts International, Volume: 32-06, Section: A, page: 3098. / Thesis (Ph.D.)--The Florida State University, 1971.

Source: Dissertation Abstracts International, Volume: 31-09, Section: A, page: 4543. / Thesis (Ph.D.)--The Florida State University, 1970.

Source: Dissertation Abstracts International, Volume: 32-04, Section: A, page: 1912. / Thesis (Ph.D.)--The Florida State University, 1971.

The purpose in the present study was to examine the effects of hemispheric load on dual and triple task performance and learning. Interference due to hemispheric load was proposed to be a function of the mutual contamination between two patterns of neural activity in the cerebral hemispheres (Kinsbourne & Hicks, 1978). / Hemispheric load was manipulated in the present study by varying verbal and motor tasks known to activate particular cerebral hemispheres. Under dual and triple task conditions, attempts were made to load the left hemisphere, theoretically inducing increased right foot reaction times (RT) and errors. Additionally, it was hypothesized that right and left foot differences would diminish across days due to the formation of inhibitory barriers which would prevent cross-talk. / Right-handed male subjects (N = 12) reacted to one of two auditory tones with either the right foot or left foot (simple and choice RT) under single task conditions. A tracking task (right hand) was added to the RT testing situation to constitute dual task conditions. Triple task conditions involved the additional simultaneous performance of a verbal (counting) task. Subjects performed all conditions over three consecutive days. / Results of the RT analysis confirmed a general learning effect and a task complexity effect but did not corroborate the hypothesized differences between left and right foot RT's. Error data analysis, however, revealed significant left and right foot differences, in addition to the general learning and task complexity effects. Right foot errors were in the majority under dual and triple task conditions. Furthermore, right and left foot differences decreased across days according to learning predictions. Thus, interference appeared to be a function of hemispheric load, seemingly reflecting increased conflict between patterns of neural activity in the cerebral hemispheres. The results supported the theoretical tenets proposed by Kinsbourne and Hicks. / Source: Dissertation Abstracts International, Volume: 43-11, Section: A, page: 3547. / Thesis (Ph.D.)--The Florida State University, 1982.

This study investigated the effects of macrosignals, readability level, and training in a reading strategy on 241 high school students' comprehension and recall of a reading passage. / Half of the students studied a reading strategy that uses macrosignals to enhance comprehension and aid recall. The remaining participants received instruction on conversions in the metric system. / One week after the instruction, the students read one of four versions of the experimental reading passage about the Stone Ages: high readability/with macrosignals, high readability/without macrosignals, low readability/with macrosignals, low readability/without macrosignals. / The with-macrosignals versions included title, headings and subheadings, topic sentences, prequestions, introduction, and summaries. The without macrosignals versions included none of these textual cues. The high readability version was written at twelfth grade level according to the Fry Readability Graph. The low readability version, with shorter sentences and simpler vocabulary, was written at the sixth grade level. / After the 30-minute period allowed for reading the passage, the students responded to the "Ease of Reading Scale" on which they reported symptoms of comprehension and lack of comprehension. Then the students answered twenty multiple-choice, paraphrased comprehension questions. One week later the students completed a free recall test. / A multiple regression analysis revealed no interactions between treatments or between treatments and reading abilities. The analysis also indicated that the macrosignals and training in the reading strategy had no significant effects on comprehension, recall or reported ease in reading. Readability level did not have a significant effect on comprehension or recall. Readability level did have a statistically significant, but not practically important, effect on student's reported reading ease. / Macrosignals may have failed to have an effect because students possessed enough prior knowledge and necessary schemata to construct the relationship between their existing knowledge and the details of the passage. The high readability level may not have been sufficiently above the average student's reading ability to have the predicted effects. The instructional treatment may not have been practiced sufficiently to have the predicted facilitating effects. / The attribute variables (prior knowledge and reading ability) had the greatest influence on comprehension scores, an intermediate effect on delayed recall scores, and the least influence on students' reported ease in reading. / Source: Dissertation Abstracts International, Volume: 43-12, Section: A, page: 3854. / Thesis (Ph.D.)--The Florida State University, 1982.

This study was an investigation into the ways that African college students prefer to process information. / The questions this study sought to answer were: (1) What are the predominant learning styles of African college students; (2) What differences exist in those who have chosen theological studies as opposed to those who have not; and (3) What differences exist between East and West Africans? / In order to investigate these questions, research was done on location in two African countries: Nigeria in West Africa, and Kenya in East Africa. Two instruments were used for the testing. These were Witkin's Group Embedded Figures Test, and the Cognitive Style Inventory for African Students, adapted from Hill. These instruments were administered at three institutions in Nigeria and four institutions in Kenya to a total of 205 students. / The concept of field independence/dependence, referring to preferred learning style, was used as part of the framework for this inquiry. The instruments revealed 100% of the subjects in Nigeria, and 84% of those in Kenya to be field dependent. On a continuum of field dependence/field independence the theological students were shown to be more field dependent than non-theological students, and arts students in non-theological schools more field dependent than the science students. / On the Cognitive Style Inventory for African Students it was shown that theological students and non-theological students were very similar in their preferred learning modes. The majority of students were shown to prefer visual and tactile modes of learning rather than auditory. They had high personal acceptance and could handle inductive or deductive reasoning equally well. On this instrument, there were few differences between East and West African students. / Source: Dissertation Abstracts International, Volume: 45-11, Section: A, page: 3304. / Thesis (Ph.D.)--The Florida State University, 1984.

The primary purpose of this research was to impact the level of adjustment of latency aged children of divorce by engaging their participation in a group experience consisting of mini-lectures about divorce, interpersonal relations skill building exercises, and role playing of divorce relevant parent-child interactions. The variables of behaviors at home, behaviors at school, and attitudes toward parental separation were examined as they related to parental divorce. Thirty-eight children were the subjects in this pretest-posttest control group design of three months duration. The instruments used at pre and posttesting were the Louisville Behavior Checklist, Form E-2, the School Behavior Checklist, Form A2, and the Children's Attitudes Toward Parental Separation Inventory, Form SD. In addition, at posttesting a parental questionnaire and a child questionnaire, both developed by this researcher, were administered. The following conclusions were generated: (1) that parents reported greater reductions in deviant behaviors at home than teachers noted at school, or than children themselves reported in any setting; (2) that parents of children in the experimental group reported greater increases in frequency of parent-child interactions following participation in the group experience; (3) that neither gender of the child nor remarriage by the custodial parent had significant impact upon the adjustment levels of participants; (4) that time since divorce was related to adjustment level such that the more recent the divorce occurred the higher the frequency of deviant behaviors at home were reported by parents. / Source: Dissertation Abstracts International, Volume: 42-09, Section: A, page: 3927. / Thesis (Ph.D.)--The Florida State University, 1981.

The purpose of this research was to determine if the Edwards Personal Preference Schedule (EPPS) would quantify and isolate some internal motives that will predict college choice decisions. The basic conceptual assumption was that internal motivation plays a significant role in the mediating process when such a decision is made. Specifically, this research focused on commuter students who had the choice of attending either a junior college, a four-year college or a university in a unique situation where all three institutions conducted their classes at the same education center. / The composite sample of 332 students consisted of 107 students attending classes offered by Troy State University, 83 students attending classes offered by Saint Leo College, and 142 students attending classes offered by Okaloosa-Walton Junior College. All subjects completed the EPPS. The resulting 15 subscale scores of each subject were the independent variables used in a discriminant function analysis program. The task was to predict which of the three institutions each subject was attending. There was no attempt to compare male-female differences since general discriminative information concerning the choice decision was the goal. / The findings indicate that the EPPS subscale scores do aid in discriminating between those commuter students selecting a junior college and those deciding to attend to four-year institution. Approximately 70% of the subjects attending the junior college were correctly classified; 56% attending the university were correctly classified; and 27% of those attending the college were correctly classified. Scores of the six subscales representing the needs of achievement, dominance, nurturance, abasement, succorance, and affiliation proved to be the most significant in this discrimination. / The findings from this study offer some hope of quantifying non-intellectual factors that may have an important influence on the decision to attend either a junior college or a four-year institution. Both prospective students and counselors could use more factual data when making such important choice decisions. / Source: Dissertation Abstracts International, Volume: 42-06, Section: A, page: 2573. / Thesis (Ph.D.)--The Florida State University, 1981.