published_or_final_version / abstract / toc / Speech and Hearing Sciences / Master / Master of Science in Audiology

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Theoretical frameworks were presented in order that variables contributing to the mirth response could be established. These are labeled as cognitive-perceptual, drive-reduction, and psychoanalytic. Nine hypotheses were formulated in order to determine which theory the data would support and what (if any) interrelationship exists between these theories. Ninety male undergraduate volunteer subjects rated cartoons (adapted from the Mirth Response Test) which were sexual or neutral in content during either arousal or non-arousal conditions. An analysis of variance was carried out. Support was uncovered for the three theoretical frameworks. A further analysis suggested that cognitive-perceptual factors take precedence over drive-reduction and psychoanalytic factors. A multi-variate approach to future humor studies is recommended.

The purpose of this study was to investigate whether an individual's self-esteem would effect the amount of effort that person expected to expend in a task performing situation with an evaluator. Two social psychological principles of an individual's self-perception, the self-esteem and self-consistency theories, were the theoretical concepts upon which this study was based.The 403 subjects were undergraduates at Ball State University, Muncie, Indiana. The study was conducted during the winter of 1980.Subjects were administered two self-report questionnaires measuring self-esteem and locus of control. High and low self-esteem groups, each containing 70 subjects, were selected for participation in phase two.Prior to meeting with the evaluator, each subject was given a verbal cue regarding the evaluator's demandingness. Each subject was asked to determine the number of practice problems to be done in presentation for a task. The number of problems chosen constituted the amount of effort the individual expected to expend, or the dependent variable.Using a univariate analysis of variance, the data analysis showed a statistically significant interaction between the self-esteem and evaluator demandingness factors for the male sample. Four null sub-hypotheses were also rejected for the male sample. Due to lack of homogeneity of variance in the female sample, four revised null subhypotheses were tested using a non-parametric procedure, the KruskalWallis Rank Sums. Each of these sub-hypotheses was rejected for the female sample.As a result of the data analysis, the following conclusions were made: (1) High self-esteem individuals expected to expend more effort with a difficult-to-please evaluator than with an easy-to-please evaluator, and (2) conversely, low self-esteem individuals expected to expend more effort with an easy-to-please evaluator than with a difficult-to-please evaluator. The findings of this study support self-esteem theory.

Physical and intellectual differences in the home environment of Xhosa and White children suggested that the interaction of touch and vision in situations of sensory conflict and the development of dominance may be different in children from these homes. Children aged 5-13 years were tested on apparatus which created a conflict of tactual and visual judgement about the perceived size of the stimulus. Xhosa and White subjects performed similarly except when only tactual judgement was allowed and the Xhosa group were less influenced by touch. The study concludes that for children touch and vision contribute equally to the resolution of sensory conflict when both senses are active in size-judgements and when only one mode is allowed for judging then the resolution is biased towards this mode. This outcome is different from that of experiments with adults and has implications for theories derived from them.

The purpose of this Investigation was to determine whether the Marianne Frostig Program for the Development of Visual Perception is successful in terms of increased reading readiness and visual perceptual abilities, when used in the regular classroom. Thirty-two first grade pupils were selected as subjects on the basis of below-normal scores on the Marianne Frostig Developmental Test of Visual Perception and the Clymer-Barrett Prereading Battery, Form A. Both the experimental and control groups were taught by the experimenter. Three times a week for six weeks the experimental group received fifteen to twenty minutes of physical, three-dimensional and two-dimensional exercises according to the Frostig Program for the Development of Visual Perception. The control group received instruction as prescribed by the course of study. No significant improvement of the experimental group over the control group was found at the .05 level of significance. It was concluded that much further Investigation into the suitability of this program for a regular classroom should be done regarding the optimal age level and class size; training, personalities and attitudes of the teachers involved; and the optimal duration and concentration of the program. / Education, Faculty of / Graduate

A fully counterbalanced extension of the Bauer and Efstathiou (1965) study involved exposing 11 Ss to lateral prismatic displacement for five minutes and measuring their adaptation to it. The difference between pointings at a target taken before and after prismatic exposure constitutes an adaptive shift.