The principal aim of this thesis was to test the conjecture of Schacter et al. (1995) that the false memory effect in the Deese-Roediger-McDermott (DRM) paradigm is generated by errors in source monitoring and is mediated by frontal lobe circuits. In support of their conjecture, Schacter et al. cited evidence from elderly populations with presumed frontal dysfunction, however this thesis studied children over an age range over which the frontal lobes are believed to be maturing. This thesis represents the first attempt to specifically test Schacter�s hypothesis based on the developmental trajectory of �frontal� functioning. Moreover, the use of a developmental trajectory in such a manner is relatively novel, and a key issue within this thesis is how to operationalise �frontal� functioning in the sense intended by Schacter et al. Extrapolating from Schacter�s conjecture, it was predicted that the strength of the false memory effect is directly proportional to the degree of frontal maturation, as estimated by both chronological age and by performance on a range of neuropsychological tests of �frontal� executive functioning. False memory and executive functioning were compared in children aged 8 to 12 years and in adults using a modified DRM paradigm with a source monitoring extension after Payne et al. (1996). The modified DRM elicited false memory effects comparable to those reported in adolescents by Newstead and Newstead (1998) and in adults by Roediger and McDermott (1995) and by Payne et al. (1996). Three experiments that demonstrate a strong developmental trajectory for false memory effect are reported, but the pattern of results is not consistent with all of the premises of the conjecture. Although false recognition rates increased significantly with age, source monitoring accuracy did not change across the age groups. Consistent with the principal assertion of the conjecture by Schacter et al., age and a general �frontal� factor were found to be significantly related to the size of the false memory effect. In addition, veridical memory performance was always a predictor of false memory performance. The IAR (Underwood, 1965) theory can best account for the significant covariation between veridical and false memory development, as well as being able to account for the dissociation between false memory and source monitoring.

The present study investigated whether encoding manipulations which were supposed to make source monitoring of critical lures difficult could alter the levels of false recall for peoples names used as lures in the Deese-Roediger-McDermott list learning paradigm. The results demonstrated that most of manipulations used in the present experiments failed to increase the levels of false recall for the critical lures that were peoples names as it is assumed that, at the same time, the manipulations attenuated semantic encoding around the critical lures, and consequently lowered their activation levels, which is assumed to be essential to obtain high false recall of critical lures. On the other hand, manipulations which resulted in keeping participants from realizing the nature of the list organization, at least, hindered the decrease of false recall level. The question of why false recall for peoples names is rarely elicited in general was discussed.

­^¤å´£­n¡G Two different topics associated with their respective applications are proposed in this thesis. The first topic is focused on the implementation of a 4-Kb 500MHz 4-T CMOS SRAM using low-Vthn bitline drivers and high-Vthp latches. The storage of data is realized by a pair of cross-coupled PMOS transistors, while the wordline is controlled by a pair of NMOS transistors. The advantages of dual threshold voltage transistors can be used to reduce the access time and maintain data retention at the same time. The second topic is the implementation of cascade address transition detector (ATD) design with high noise immunity. We employ a feedback loop to prevent interference of noise and false alarm signal to stabilize the generated CS (Chip Select) signal. Besides, we use one delay buffer to dynamically adjust the CS strobe.

Thesis (Ph. D.)--Florida State University, 2003. / Advisor: Dr. Colleen M. Kelley, Florida State University, College of Arts and Sciences, Dept. of Psychology. Title and description from dissertation home page (viewed Mar. 2, 2004). Includes bibliographical references.

Thesis (Ph. D.)--University of Washington, 2001. / Vita. Includes bibliographical references (leaves 125-129).

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed March 2, 2010). PDF text: 100 p. : col. ill. ; 953 K. UMI publication number: AAT 3379821. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (M.A.)--Marshall University, 2003. / Title from document title page. Document formatted into pages; contains vi, 65 p. Includes vita. Includes bibliographical references (p. 41-45).

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Perspective-taking is the ability to see the world from another person’s viewpoint and is often measured using “false belief” (FB) tasks. Although most typically developing children pass FB tasks between 4 and 5 years of age, approximately 80% of children with an autism spectrum disorder (ASD) do not. Failure on FB tasks remains a persistent deficit among individuals with ASDs. However, relatively little evidence is available on teaching perspective-taking to children with ASDs. The purpose of this study was to evaluate whether teaching perspective-taking skill components would produce generalization to untrained task materials and to three perspective-taking tasks with children with autism. Perspective-taking was broken down into 6 behavioural components and each component was taught in a multiple-baseline design within each child. Procedures in the training program included prompt-fading, positive reinforcement, error correction, multiple exemplar training, forward chaining, and narrative response training. Participants consisted of 4 children with a diagnosis of an ASD. The results showed that the training program produced generalization to variations of the training materials for 14 of the 17 components. Generalization to the three perspective-taking tasks, however, was modest. This study contributes to the body of behavioural research on teaching perspective-taking skills to children with ASDs, and provides procedures for teaching component skills of perspective-taking.