Thesis (Ph. D.)--University of Washington, 2008. / Vita. Includes bibliographical references (leaves 91-106).

Thesis (Ph. D.)--University of California, San Diego, 2009. / Title from first page of PDF file (viewed April 1, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 150-163).

Thesis (M.S.)--State University of New York at Binghamton, Thomas J. Watson School of Engineering and Applied Science, Department of Computer Science, 2009. / Includes bibliographical references.

Thesis (Ph. D.)--University of New South Wales, 2006. / "May 2006." Title taken from title screen (viewed October 25, 2007). Includes bibliographical references (p. 188-206) and appendices.

Background: Working memory (WM) refers to a system responsible for temporarily storing and manipulating information. It is recognised as having a key role in supporting children’s learning. Research has suggested that targeted interventions can lead to improvements in children’s WM capacity or strategies to increase its efficiency. Some interventions, largely computer-based but also practical, claim to address the needs of whole classes. There is relatively little research concerned with the implementation of such programmes as whole class interventions. Participants: Two Year 5 classes from separate schools received two WM interventions, MeeMo and Memory Booster. Six students from each class were selected to create two focus groups. Both class teachers also participated in the research. Methods: A mixed methods design was utilised, with an emphasis on qualitative data. Each class received a randomly allocated six week intervention implemented by the class teacher. Fidelity and dosage were monitored through the use of structured observations and an implementation diary completed by the class teachers. Two student focus groups and two semi-structured teacher interviews were conducted. The in-built monitoring provisions of each intervention were also investigated. Analysis/Findings: All qualitative data were transcribed verbatim and analysed using thematic analysis. Findings were presented as thematic maps, exploring the facilitators and barriers for implementation of each intervention. Quantitative data gathered through each interventions monitoring provision were analysed using descriptive statistics to inform discussion around the perceived outcomes. Conclusion/Implications: The study extends understanding of the context-specific implementation factors involved in using MeeMo and Memory Booster as whole class interventions and explores the utility of the monitoring provision of each intervention. A framework for effective implementation was developed and specific recommendations for both programme developers and school staff are provided.

No description available.

This research was designed to explore autobiographical memory in children, specifically, the personal events involved in memory and memory failures and to what extent children and adults realize what they have forgotten. Since previous research in this domain has focused mainly on adult's or children's ability to recall past events, few have ventured to investigate what underlies the process of forgetting for everyday events in parents and children, and if a link exists between the two. Survey data pertaining to self-reported memory failures along with information on the amount of interaction between parents and children was collected from parents and children at a local elementary school. The results showed that children and parents were more likely to report failure in prospective memory (forgetting to do something) than retrospective memory (forgetting something they already knew). Additionally, when asked what they thought had caused the failure, children were more likely to attribute the lapse to external distractions. Finally, the data showed that the degree of parent-child interaction was significantly related to the detail provided in a child's reported memory failures. The results are discussed in the context of developing a better understanding of, and suggest future avenues for, research in memory and memory failures in children, as well as understanding the relation between parent/child memory.

A comparative analysis of Leslie Marmon Silko’s Ceremony and Toni Morrison’s Song of Solomon, with a focus on individual as well as collective memory work in historically marginalized indigenous and African-American communities, respectively. This represents a critical study of how the novels invoke progressive and redemptive models of remembering, as well as foreground the role of spiritual guides in the transformative process from trauma towards healing.

Thesis (M.A.-Res.)--University of Wollongong, 2009. / Typescript. Includes bibliographical references: leaf 107-115.

Thesis (M.S.)--Mississippi State University. Department of Computer Science and Engineering. / Title from title screen. Includes bibliographical references.