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Issued also as Thesis (Ph. D.)--Columbia University. / Bibliography: p. 46-47.

Tangible User Interaction (TUI) has gathered much momentum over recent years as a way of physically representing and controlling digital information. Tangible User Interfaces privilege the control and action we, as humans, have with our highly developed motor and spatial skills. This physical mode of interaction with computation contrasts significantly with the visual mode of interaction we have with the Graphical User Interface (GUI) of the personal computer. The context for this research inquiry is the design of a TUI, the Sonic Blocks, to encourage exploratory and expressive soundtrack making activities. This thesis gives an account of the design, development and deployment of the Sonic Blocks, with a small group of children in a primary school, to gain an understanding of their unique capabilities to enable a physical and embodied interaction for exploratory and expressive purposes.

Thesis (M.A.)--University of Toronto (Canada), 2006. / Includes bibliographical references.

This study investigates the acquisition of English in a nine year old totally blind student (Amanda) who has English-as-a Second Language (ESL). The study demonstrates the intricate relationship between language and interactive experiences. This case study will show the contrast in expressive language before and after a transition into a grade four class. In this classroom, Amanda was expected to participate and interact with her teacher and classmates. Data was collected on videotapes from I960-1967 and language samples were recorded from 1966-1990. Additional testing was also used to determine post transitional development. Language samples were analyzed and results of pre and post means of Mean Length of Utterance, Complete Sentence Usage, Function Word Usage, Braille Letter Recognition, and Braille Writing were determined. Results indicated that significant improvement occurred in Amanda's expressive language following transition into the grade four classroom. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

This graduation work is aboutthe typical characteristics of children diagnosed with learning disabilities in the color modification Wartegg drawing test. In the theoretical part, characterized the basis for research, which includes topics dealing with projective techniques and their use in children, which includes also Warteggův drawing test and its modifications. There are also topics have focused on specific learning disabilities, their social aspects, and artistic expression of children with this diagnosis and the graphic skills of children in general. Followed by part dealing with the colors, their use in psychodiagnostic and their symbolism. This section was prepared analyzing literature and its aim is characteristic Wartegg drawing test and color modifications.In the empirical part of the selected characters analyzed in terms of processing individual fields Wartegg drawing test, which are then processed statistically. The results of the research group are compared with the control group. The target of graduation work is determination of typical marks in processing colourmodification of Wartegg?s drawing test with learning disabilities diagnosed children compared to children of intact