Thesis (Ph. D.)--UCLA, 2007. / Vita. Includes bibliographical references (leaves 127-152).

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Thesis (Ph. D.)--Ohio State University. / Includes bibliographical references (leaves 71-75). Available online via OhioLINK's ETD Center

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.

This study seeks to examine how children utilize spatial ability to deal with spatial objects, such as reading pictures, building toy blocks and dealing with the relationship between objects. The main focus of this study is to understand how children utilize spatial ability to complete different spatial tasks. The study comprises of two contrasting cases of two 10 years old children. Each case encompasses to basic components namely: i) the perspective skills tasks, and ii) the small-scale space tasks. In each component task-based clinical interviews were used as the primary data collection instrument. The interviews were video-recorded and analyzed The small-scale space tasks required the children to build an experimental SimCity consisting six objects. The subjects were asked to complete the task twice, one as an identical mapping and once as a 1800 mirror image. In the first experiment, the children were asked to place the objects on a piece of grid paper in exactly the same position as they saw the objects in the SimCity. In the second experiment, the children were asked to place the objects on a piece of grid paper at exactly 1800 to what they observed the objects in the SimCity. The results showed that if the child neglected any one of the skills, they would make errors. This was best illustrated in the case where the children handled the L-shaped block. Child 2 made mistakes in recognizing the block in both in the first and second small-scale space tasks. These errors were related to the understanding of the spatial relation and the visual form constancy. The results showed that for placing the L-shaped block in the right position and direction, visual form constancy plays an important role. The results also showed that without using the orientation ability in which the skills include the spatial determination, spatial recognition, spatial form constancy and spatial relationship, it would also affect how the children deal with the small-scale space task. The result showed that the children need to relate to the visualization and orientation ability so as to deal with the relationship between themselves and the objects, among objects; and the objects and the environment. As a conclusion when the children were dealing with the task, basically they would use the skill of visual discrimination to determine every object. The evidence indicated that both children could make use of these skills. In addition, the using of object- to- object frame of reference and the child’s reasoning behind her/his spatial action also play an important role for successful performance of the small-scale space tasks. The study makes a contribution to theory by the originality of the design of the instrument. Furthermore, the findings unfolding the children spatial understanding provides insights for developing further topics in the school curriculum for enhancing students’ spatial sense. / published_or_final_version / Education / Doctoral / Doctor of Education

The purpose of this study was to investigate infants' preferences and long-term memory for two contrasting complex pieces of music, that is, Prelude and Forlane from Le Tombeau de Couperin by Maurice Ravel (1875--1937). Seventy 8.5-month-old infants were randomly assigned to one of four experiments conducted on the Headturn Preference Procedure. The first experiment examined infants' preferences for Prelude and Forlane in piano timbre. The second experiment assessed infants' preferences for Prelude and Forlane in orchestra timbre. Infants' preferences for the Forlane in piano and orchestra timbres were investigated in the third experiment. The last experiment aimed at infants' long-term memory for complex music. Thirty infants were exposed to either the Prelude or the Forlane three times a day for ten consecutive days. Two weeks following the exposure, infants were tested on the HPP. It was predicted that these infants would prefer to listen to the familiar piece from the exposure over the unfamiliar one. Results suggested that 8.5-month-olds could tell apart two complex pieces of music in orchestra timbre and could discriminate between the piano and the orchestra timbres. Contrary to the belief that infants are ill equipped to process complex music, this study found that infants could encode and remember complex pieces of music for at least two weeks. / Because infants rely on their caretakers to provide musical experiences for them, maternal beliefs and uses of music were also investigated. Mothers of participating infants were interviewed on musical background, listening preferences and musical behaviors and beliefs with their infants. The analysis of interview data yielded the following main results: (1) Singing was the primary musical activity of mothers and babies; (2) Maternal occupation and previous musical experiences affected their musical behaviors with their babies; (3) Most mothers held the belief that there is appropriate music for babies to listen to although there was no consensus as to what is appropriate music. Such beliefs reflect a conflict between maternal beliefs regarding infants' music cognition and the actual music-related perceptual and cognitive abilities of infants. Attempting to attenuate this conflict, suggestions for music educators, parents and researchers were proposed.

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