Thesis (D. Min.)--Ashland Theological Seminary, 2002. / Abstract. Includes bibliographical references (leaves 138-142).

This dissertation seeks to advance our understanding of how marketing principles can be used to improve the process of new product design. Specifically, it examines the potential of a specific cognitive process, visual mental imagery, as a tool to help designers maximize the appeal of new products in the eyes of their customers. A conceptual framework is presented that describes a process through which visual mental imagery might influence the customer appeal of a design output. This is followed by two experiments which test the hypotheses that flow from this model. The experiments manipulate both the type of visual imagery utilized, and the incorporation of the customer in the imagery invoked (content of the imagery), in order to examine their effects on the usefulness, originality, and customer appeal of the resulting design. Consistent with the proposed framework and its hypotheses, visualization of the customer, as part of the imagery process, proved to enhance design usefulness when this imagery was imagination-based, but not when it was memory-based. Furthermore, use of imagination-based imagery resulted in more original designs than pure memory-based imagery. Finally, and most importantly, the use of customer visualization in combination with imagination-based imagery led to designs that were significantly more appealing to the customer. An analysis of covariance subsequently revealed that this improvement in customer appeal was mediated both by the perceived usefulness of the design, and by its degree of originality. The dissertation concludes with the integration of the experimental findings, and a discussion of the potential of visual imagery as a tool in the new product design process.

No description available.

While many studies have examined the effects of mental training programs on anxiety and concentration as they pertain to performance, none have examined the effects simultaneously as they relate to performance. Few studies have examined mental training programs, especially individualized mental imagery scripts, as they relate to the athlete's attentional profile and level of trait anxiety. The purpose of this study was to determine if a mental training program alters attentional profiles and trait anxiety. Additionally, this study determined if a mental training program had a transfer effect on performance. The following null hypotheses were examined: 1) There would not be a significant difference in attentional profiles before or after a mental training program; 2) there would not be a significant difference in trait anxiety scores before or after a mental training program; 3) there would not be a significant difference in an athlete's performance before or after a mental training program. The subjects (N = 20) in this study were comprised of Ball State University Women's Softball members. The age range of the subjects was between 18 and 23. The instruments used in this study were the Test of Attentional and Interpersonal Styles Self-Assessment (TAIS-SA) (Nideffer, 1980) for attentional styles and the Sport Competition Anxiety Test (SCAT) (Martens, 1977) for competitive traitanxiety. Batting performance was recorded by the investigator as the subjects took batting practice (from a pitching machine) during the normal course of practice. Each subject was given a log sheet and was asked to keep a record of the number of times she used the mental training program per week. This study was a pretest, posttest design, and dependent t-tests (p < .05) were calculated for the six subscales of the TAIS, the SCAT, and performance. There was a statistically significant difference from the pretest to the posttest on the levels of anxiety as measured by the SCAT and on hitting performance. While all scores on the six subscales of the TAIS-SA changed, they were not statistically significant. / School of Physical Education

Thesis (Ph. D.)--UCLA, 2007. / Vita. Includes bibliographical references (leaves 212-225).

Thesis (D. Min.)--Ashland Theological Seminary, 2002. / Abstract. Includes bibliographical references (leaves 138-142).

Thesis (M.A.) - Carleton University, 2007. / Includes bibliographical references (p. 102-112). Also available in electronic format on the Internet.

Thesis (M.B.A.) - Carleton University, 2007. / Includes bibliographical references (p. 214-221). Also available in electronic format on the Internet.

Thesis (M.A.)--Carleton University, 2001. / Includes bibliographical references (p. 39-41). Also available in electronic format on the Internet.

Thesis (D.A.)--Illinois State University, 1997. / Title from title page screen, viewed June 7, 2006. Dissertation Committee: Ron Fortune (chair), Douglas D. Hesse, Lee Brasseur. Includes bibliographical references (leaves 219-225) and abstract. Also available in print.