Dissertation (Ph.D.) -- The Institute for Clinical Social Work, 1995. / A dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy.

For gender-related information, previous studies have shown that children of preschool age are more likely to remember schema-consistent information over schema-inconsistent information. In this study, an attempt was made to boost children's recognition for inconsistent information. In order to do this, children were presented with pictures of both gender-consistent and inconsistent content. Group one was presented with the pictures and an accompanying label. For group two, children were given a label and asked to describe only the pictures where an actor was performing counter-schematic behavior. The postulated mechanism responsible for the expected change in memory for group two involved an augmentation of the schematic structure. The children's description would encourage schematic growth, and the memory benefits that are derived from schematic organization would have been the result. Group three was added to test for the memory changes that may occur when describing consistent information as well. These children were asked to describe both consistent and inconsistent information. Overall results indicated that for children not describing the stimuli, previous research went unsupported and children did not have a better memory for either type of information. Children in group two also did not have a memory preference for either type of information. Children in the third group which described both inconsistent and consistent information, though, did have a memory preference for consistent information. The results are described in terms of social change and schematic complexity, and their effects on memory. / Graduation date: 1998

Thesis (B.A.)--Haverford College, Dept. of Psychology, 2007. / Includes bibliographical references.

Thesis (Ph. D.)--University of Hong Kong, 1998. / Includes bibliographical references (leaf 236-246).

published_or_final_version / Linguistics / Doctoral / Doctor of Philosophy

Growth is a property that is unique to living things. Studies demonstrate that even preschool children use growth to determine whether objects are alive. However, little identifies explanations that children use to attribute growth. The goal of the present study was to investigate how people reason about growth. We hypothesized that older children would outperform younger children in understanding that growth is inevitable for living things, while adults would consistently perform at ceiling levels. Our hypothesis was partially supported. Although adults consistently outperformed children, older children rarely outperformed younger children. Still, both younger and older children performed above chance in attributing growth. Moreover, all participants were more likely to use biological explanations to explain growth. Taken together, this research qualifies the early hypotheses of Piaget (1929) and Carey (1985) that children lack a well developed biological domain before age nine, but suggests that a biological domain, though less developed, is present. Based on these findings, implications for more efficient approaches to science education are discussed. / by Aquilla D. Copeland. / Thesis (M.A.)--Florida Atlantic University, 2010. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2010. Mode of access: World Wide Web.

Thesis (Ph. D.)--Open University.

Disputats, Stockholms universitet, 2007. / Härtill 4 uppsatser.

Thesis (M.S.W.)--University of Hong Kong, 2000. / At head of title: Divorce and children identity. Includes bibliographical references (leaves 58-61).

Thesis (Ph. D.)--University of California, Santa Cruz, 1996. / Typescript. Includes bibliographical references (leaves 219-229).