Thesis (doctoral)--Bonn, 1997. / "Oktober 1997"--T.p. Includes bibliographical references (p. 150-153).

Thesis (doctoral)--Rheinische Friedrich-Wilhelms-Universität Bonn, 2004.\ / Includes bibliographical references (p. 91-92).

In children with confirmed brain damage, neuropsychological research has established that evidence of lateralized (right or left hand) impairment on fine motor tests can be used to help infer dysfunction of the contralateral (opposite) cerebral hemisphere and its associated cognitive skills (e.g., verbal and visuospatial skills). In neuropsychological assessments of children with subjected brain dysfunction (such as learning disabilities and/or attention-deficit hyperactivity disorder), fine motor tests are often used for much the same purpose. This constitutes an example of what is referred to in neuropsychology as the "Comparison of the Left and Right Sides of the Body" inferential method. However, its use for children with suspected brain dysfunction is not supported by the existing research literature. Furthermore, a recent series of studies on children with left hand motor impairment ("extreme right-handers") and no confirmed brain damage has produced results which are inconsistent with those that would be predicted based on traditional neuropsychological theory. It appears possible that previous studies found little relationship between lateralized motor impairment and distinctive cognitive deficits in children with suspected brain dysfunction largely due to the specific motor tests that they used (i.e., ones that rely more heavily on visuospatial/right hemisphere skills than verbal/left hemisphere skills). The Name Printing Test (Joschko & Bailey, 1996) was proposed to be a motor test that involves the skills of both cerebral hemispheres. It was therefore hypothesized to account for a significant amount of unique variance in performance on measures of both verbal and visuospatial cognitive skill, above and beyond that accounted for by the Grooved Pegboard and Finger Tapping Tests, in a sample of 77 right-handed children with suspected brain dysfunction. Left hand motor test scores were hypothesized to account for the greatest amount of variance in visuospatial cognitive skill, while right hand scores were hypothesized to account for the greatest amount of variance in verbal cognitive skill. The WlSC-III Verbal Comprehension and Perceptual Organization 6ctor scores were used as the measures of verbal and visuospatial cognitive skill, respectively. Hierarchical multiple regression was the primary method of analysis used to test the research hypotheses. The results provided little support for these hypotheses. Specifically, right and left hand motor test scores were found to be about equal in predicting verbal and visuospatial cognitive skills. Furthermore, only Grooved Pegboard scores accounted for a significant amount of unique variance in visuospatial cognitive skill, while no motor test score was a significant predictor of verbal cognitive ability. Little support was found for the use of the "Comparison of the Left and Right Sides of the Body" inferential method in this clinical group, and it was suggested that such methods of inference require more extensive validation. The Name Printing Test and Grooved Pegboard were found to be sensitive indicators of psychomotor impairment in children with suspected brain dysfunction, while the Finger Tapping Test was not. / Graduate

Case studies and a small number of group studies in the neuropsychological literature on adults and children with brain dysfunction suggest that certain cognitive skills are important determinants of social skills. However, standardised measures of social skills designed expressly to measure this construct have not been used previously in the neuropsychological field. The goal of this study was to determine neuropsychological correlates of social skills in children referred for neuropsychological assessment, and compare the findings to the cognitive skills identified in social information processing models from developmental and clinical psychology. In younger children (6 to 9 years), only a measure of conceptual ability was related to social skills. However, from a clinical standpoint, differences in conceptual skills between socially impaired and socially skilled children were minimal. In older children (10 to 13 years), sustained attention and verbal reasoning were strong, unique predictors of social skills. However, only differences in sustained attention between socially skilled and unskilled children were clinically significant. Results were discussed with regards to 1) social information processing models, 2) the effect of age on the cognitive correlates of social skills; and 3) the relationship between insight and social skills. / Graduate

No description available.

We consider a modified non-relativistic quantum mechanics where the position and momentum operators satisfy a non-standard commutation relation of the form [X_i, P_j] = 𝑖ℏ({1 + βP²) + β′P_iP_j}. Such a theory incorporates an absolute minimal length, UV/IR mixing and non-commutative position space. The possible representations in terms of differential operators are analyzed and their equivalence to first order is established. Simple quantum systems, namely the harmonic oscillator, the Coulomb potential and the gravitational well are studied in one of these representations, the pseudo-position one, and results are compared to previously published results. The Coulomb potential is also analyzed by an alternative analytical/numerical method. A constraint of ~ 3 GeV on the scale of the parameters β, β′ is obtained from precision experimental data on the atomic hydrogen energy levels. / Ph. D.

This report chronicles the processes and influences relevant to my work as it has developed over the past three years. I examine how our human separateness and new technologies have effected myself and the work I create, ultimately exploring how technology has aggravated this separation rather than mitigate it. I explain my appropriation of digital, repetitious, and machine-like processes in order to recreate this separation, primarily in the form of drawings, sculptures, and photographs. / text

No description available.

No description available.

On étudie dans cette thèse la régularité des cônes et d'ensembles de dimension 3 dans l'espace Euclidien de dimension 4.Dans la première partie, on étudie d'abord la régularité Bi-Hölderienne des cônes minimaux de dimension 3 dans l'espace Euclidien de dimension 4. Ceci nous permet ensuite de montrer qu'il existe un difféomorphisme locale entre un cône minimal de dimension 3 dans l'espace Euclidien de dimension 4 et un cône minimal de dimension 3, de type P, Y ou T, loin d'origine. La méthode est la même que pour les ensembles minimaux de dimension 2. On construit des compétiteurs et on se ramène aux situations connues des ensembles minimaux de dimension 2 dans l'espace Euclidien de dimension 3.Dans la deuxième partie, on utilise le résultat de la première partie pour donner quelques résultats de régularité Bi-Hölderienne pour les ensembles minimaux de dimension 3 dans l'espace Euclidien de dimension 4. On s'intéresse aussi aux ensembles minimaux de Mumford-Shah et on obtient un résultat de l'existence d'un point de type T. / In this thesis we study the problems of regularity of three-dimensional minimal cones and sets in l'espace Euclidien de dimension 4In the first part we study the Hölder regularity for minimal cones of dimension 3 in l'espace Euclidien de dimension 4. Then we use this for showing that there exists a local diffeomorphic mapping between a minimal cone of dimension 3 and a minimal cone of dimension 3 of type P, Y or T, away from the origin. The techniques used here are the same as the ones for the regularity of two-dimensional minimal sets. We construct some competitors to reduce to the known situation of two-dimensional minimal sets in l'espace Euclidien de dimension 3.In the second part, we use the first part to give somme results of the Hölder regularity for three-dimensional minimal sets in l'espace Euclidien de dimension 4. We interested also in Mumford-Shah minimal sets and we get a result of the existence of a T-point.