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Thesis (D. Min.)--Trinity International University, 2004. / Abstract. Includes bibliographical references (leaves 189-191).

Thesis (D. Min.)--Trinity International University, 2004. / Abstract. Includes bibliographical references (leaves 189-191).

Originally presented as the author's thesis, Tübingen, 1964. / Includes bibliographical references (p. 205-213).

Thesis (M.S.)--Central Connecticut State University, 2000. / Thesis advisor: Philip Halloran. " ... in partial fulfillment of the requirements for the degree of Master of Science [in Mathematical Sciences]." Includes bibliographical references (leaves 28-32).

Thesis (M.A.)--Ohio State University. / Includes bibliographical references (leaves 52-56).

Theses (Psy. D.)--Marshall University, 2005. / Title from document title page. Includes abstract. Document formatted into pages: contains v, 83 pages. Bibliography: p. 65-75.

The following series of experiments was designed to investigate verbal and visual coding differences for visually presented words and their corresponding pictures in a STM task. Results show that verbal and visual short-term coding depends on task requirements. In a free recall situation, words and pictures have to be labelled for the response task, and subsequent recall scores reflect verbal coding in both conditions. If verbal coding of pictures can be reduced, as in a recognition task, evidence for verbal and visual short-term coding processes can be obtained in conjunction with verbal interference and rehearsal activities during the retention interval. The damaging effects of verbal interference and the facilitative effects of verbal rehearsal for the verbal short-term store have been reconfirmed in this experiment. The same interpolated activities, in contrast, have been shown to exert an undifferentiated effect on the visual short-term store. The data are interpreted as supporting previous findings of the verbal short-term store characteristics. In contrast, the picture recognition data seem indicative of a visual short-term store. In contrast to the verbal store, however, the visual store shows a lack of, or at least an ineffective rehearsal mechanism in the given experimental situation. / Arts, Faculty of / Psychology, Department of / Graduate

The effects of three encoding strategies, induced imagery, paraphrasing and rehearsal (silent repetition) on the memory of subjects for logical and pragmatic implications of simple, concrete sentences were investigated. Subjects were randomly assigned to one of three experimental conditions, each condition having a set of instructions read to them requesting that they employ one of the above strategies to memorize a list of sentences. A control group of subjects was merely asked to memorize the sentences as best they could in the time allowed. No strategy was suggested. After an intervening task, a recognition test was administered to all the subjects. The number of recognition errors for each group was scored. There were no significant treatment effects or interactions revealed by analysis of variance. A highly significant effect for type of sentence was, however, found. Subjects made a greater number of errors on both pragmatic and logical implications than on false inferences. Support is added to the constructive approach to memory.

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