Thesis (Ph. D.)--University of Chicago, Department of Psychology, December 1999. / Includes bibliographical references. Also available on the Internet.

Thesis (Ph. D.)--University of California, San Diego, 2001. / Vita. Includes bibliographical references (leaves 192-200).

Thesis (M.A.)--York University, 2002. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 46-55). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ71578.

The primary purpose of this study was to determine if relationships exist among the constructs of field dependence, simultaneous processing and sequential processing. The interrelationships among these constructs and ability and achievement were also explored. Regression and discriminant analyses, as well as t-tests were used in the statistical treatment of the data.The 56 student subjects, equally divided by sex, were randomly selected from sixth-grade classrooms in a suburban school corporation in central Indiana. The GEFT and the Kaufman Assessment Battery for Children (K-ABC) were administered. Results from the comprehensive Test of Basic Skills (CTBS) and the Test of Cognitive Skills (TCS) were obtained from school personnel.Overall, there were higher correlations among individual and among group tests than were found between the two types of tests. The GEFT, whether treated as a continuous or categorical variable, was found to correlate significantly with group-administered tests of ability and achievement. The TCS and the CTBS were also found to be significantly related. Intercorrelations among selected Global Scales of the K-ABC were significant. There were no significant zero-order correlations between the K-ABC processing scales and the TCS. There were significant correlations between the K-ABC Achievement measure and group-administered tests of both ability and achievement. While the Achievement Scale of the K-ABC had a significant positive relationship with the LEFT, results of a t-test revealed no significant difference between the performance of field dependent and field independent subjects on the Achievement Scale. A significant positive relationship was found between the GEFTand the Simultaneous Processing Scale as well as the Mental Processing Composite. However, in a regression analysis the principal component of the linear composite was the Simultaneous Scale.

Thesis (M.(Augmentative and Alternative Communication))--University of Pretoria, 2006. / Summary in English and Afrikaans. Includes bibliographical references.

Thesis (Ph. D.)--Florida State University, 2006. / Advisor: Amy Wetherby, Florida State University, College of Communication, Dept. of Communication Disorders. Title and description from dissertation home page (viewed Sept. 21, 2006). Document formatted into pages; contains ix, 88 pages. Includes bibliographical references.

No description available.

The purpose of this study was to compare the frequency and range of communication intentions in normally developing toddlers and ELD toddlers. Data were gathered from ten minute video tapes of low structured parent/child interaction by coding twelve communication intentions commonly acquired in the first two years of life and expressed with five modes of communication.

Please read the abstract (summary) in the section 00front of this document / Dissertation (MA (Alternative and Augmentative Communication))--University of Pretoria, 2007. / Centre for Augmentative and Alternative Communication / MA / unrestricted

This research examines whether a seven-year-old nonverbal boy's comprehension of syntax develops at an accelerated rate following the introduction of speech output through a portable speech synthesizer (VOIS 135). The study was motivated by (1) a general lack of agreement about the relationship of comprehension and production in language acquisition, (2) some child language investigators' claims that--at certain points during the development of language--production precedes and influences comprehension, and (3) the natural experimental condition provided by a nonverbal child who is suddenly given the ability to 'speak' with the help of a portable speech synthesizer. At the beginning of the research period, the child's sentence comprehension was thoroughly assessed with standard and special purpose tests. His production was assessed through analysis of videotaped interactions. The child was then trained to use the synthetic speech device (VOIS 135) over an eight month period. At the end of this period testing of both comprehension and production was repeated to provide a measurement of language growth in each performance mode. The child demonstrated comprehension of concatenated structures and clefts at the end of the research period; this represented a developmental leap from the beginning of the research period when he understood only much simpler structures. During the eight month study, development of comprehension on the lexical level came to an apparent halt. Production results indicated that the child experienced a definite expansion in productive vocabulary and length of utterance during the research period. Observations indicated that the child's pragmatic and discourse skills improved markedly with his use of the speech output device. Factors which might account for developments (or lack of development as in the case of lexical comprehension) are discussed. Clinical implications of improvements in pragmatic and discourse skills through the use of the device are considered along with methodological suggestions for using this study as a pilot for larger research. Conclusions are that: (1) use of the speech synthesizer led the child to listen to utterances as structural wholes; (2) the child became a more active and independent partner in the communication exchange; (3) synthetic speech garnered the child more attention and more opportunities for interaction; (4) synthetic speech gave the subject access to a greater range of communication partners. While the comprehension-production results are interesting, i.e. the child was able to understand structures at a level of unanticipated complexity after being trained to use the speech device, these results do not elucidate the nature of the comprehension-production relationship. Difficulties in interpreting the results of this study underline the need for a coherent theory relating comprehension and production in language development. / Medicine, Faculty of / Audiology and Speech Sciences, School of / Graduate