This study was conducted to investigate whether or not there were differences in self-concept between elementary grade students participating in the ESEA, Title I resource program and students not participating in this program in Loudoun County, Virginia. Possible differences in student self-concept were identified through the use of the total self-concept score and related subscores produced from a factor analysis conducted on the Coopersmith Self-Esteem Inventory. These subscores were self-appreciation, self-assuredness, social adaptability, adequacy in school, and personal adequacy. Further relationships between self-concept and types of classrooms were investigated through analyzing student data according to these personal characteristics: sex, race, grade, and socio-economic status. This study also investigated factors in the school setting to determine which factors contributed most significantly to the student's self-concept. Factors investigated were classroom environment and teacher influences. Variables relating to classroom environment included (1) individualization, and (2) variety of materials and activities. Variables relating to teacher influences included (1) warmth, (2) provision for freedom, and (3) feedback. Students selected for the sample in this study were third-, fourth-, and fifth-grade educationally disadvantaged students enrolled in eight elementary schools in Loudoun County, Virginia. The resource or experimental group of students had participated in the ESEA, Title I resource program for at least one year, while the non-resource or control group participated only in the regular county educational program. The Coopersmith Self-Esteem Inventory (SEI) was used to assess student self-concept. The McDaniel Observer Rating Scales were used to assess classroom environment and teacher influences. Significant differences (p<.05) were observed through the use of ANOVA and t-Tests. Results indicated that the self-concept of resource students was significantly more positive on the subscore’s self-assuredness and adequacy in school; on the other hand, the self-concept of non-resource students was significantly more positive on the subscore’s self-appreciation and personal adequacy. In addition, the self-concept subscore’s self-assuredness and adequacy in school were significant only in classrooms rated high in individualization, wide in variety, and high in teacher warmth; the subscores self-appreciation and personal adequacy were significant only in classrooms rated low in individualization and teacher warmth and feedback. / Ed. D.

The current study investigated the task performance and subjective preference for two color displays with differing image generation technologies, the standard cathode ray tube shadow mask (CRT) display and the newer liquid crystal/cathode ray tube (LC/CRT) display. Six subjects performed three different information processing tasks using each of the two color display technologies and expressed their display preference via evaluation questionnaires. Ambient illumination measurements were obtained to determine preferred conditions for each display. A four-way factorial design was used to collect task performance data and ambient illumination preferences; performance data were collected as errors per unit task quantity for each of the task types. Subjective evaluations consisted of 20 five-interval bipolar adjective scales and a forced choice rating on eight display parameters. An analysis of variance procedure and post-hoc Newman-Keuls analyses were employed in the analyses of the performance and subjective bipolar adjective scale data; the forced choice rating scales were evaluated using the Sign Test. The task performance results indicate that neither display produced better task performance. The subjective data revealed mixed results; while the bipolar adjective scales indicate no differences between the two display technologies, the forced choice rating shows a preference for the LC/CRT display on some display parameters. A significant difference between the two displays was demonstrated for ambient illumination preferences; the LC/CRT was viewed in greater ambient illumination than the CRT display. / Master of Science

The purpose of this study was to investigate possible relationships between clothing satisfaction and self-concept of a select group of women age 65 and older. An increase in the number of elderly women in the population with special clothing needs led to the development of this research. Past research indicates that elderly women are dissatisfied with purchased clothing, yet prior to this study it was not known if or how the dissatisfactions were related to their self-concepts. The sample consisted of 81 female residents of a retirement community in Salem, Virginia, and members of senior centers located in Floyd, Christiansburg, and Radford, Virginia. A questionnaire was developed for this research because a suitable one did not exist. It consisted of demographic variables, clothing satisfaction statements, and self-concept statements. Demographic data were collected to describe the sample and to compare it to the elderly population. Clothing satisfaction statements assessed satisfaction with clothing styles, fit, color, acquisition, cost, and care. An adaptation of Fitts' Tennessee Self Concept Scale was utilized to measure physical, personal, and social components of the self. A frequency distribution was used to tabulate the data. A correlation analysis determined the relationships between clothing satisfaction variables and self-concept variables. The results of this study indicated that elderly women are dissatisfied with clothing on the mass market. Significant relationships were found between total self-concept and satisfaction with clothing styles, between social self and satisfaction with clothing cost, and between physical self and overall clothing satisfaction. It was found that no relationship existed between overall clothing satisfaction and total self-concept, but the researcher concluded that because of the significant relationships clothing satisfaction indirectly influences self-concept. / M.S.

Much concern has been expressed about the ability of the visual display terminal to provide adequate stimuli for accommodation. As a result it has been hypothesized that an observer may have to continually refocus to maintain accommodation on the display and this contributes to the visual fatigue experienced by VDT users. The increased use of multicolor CRTs in the workplace adds yet another factor, chromatic aberration, to affect the observers' accommodation to information presented on the CRT. Two experiments were run to determine the effect of viewing characters of one chromaticity and purity on a background of another chromaticity or purity or chromaticity and purity. The observer's accommodation response was continuously sampled throughout the presentation of each target/background combination. Mean accommodation response and the standard deviation of the mean accommodation response were then calculated to ascertain the effect the target background combination had on the observers' accommodation response. The observers' were also required to perform a visual performance task for each target/background combination. The data collected indicate that chromatic characters when observed on chromatic background do not provide a strong stimulus for accommodation. Mean changes in the observers accommodation response were all within the depth of field except when characters were viewed on blue backgrounds. The variability in the observers accommodation response was not found to be a good predictor of image quality where only color contrast exists between foreground and surround. Task performance was highly correlated with effective contrast between the target and background as quantified by uniform color space modeling. / Ph. D.

published_or_final_version / Linguistics / Master / Master of Arts

Lee Yuet-sheung. / "May 2003." / Thesis (Ph.D.)--Chinese University of Hong Kong, 2003. / Includes bibliographical references (p. 352-361). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts in English and Chinese.

Professional research project (Au.D.)--University of South Florida, 2002. / Title from PDF of title page. / Document formatted into pages; contains 35 pages. / Includes bibliographical references. / Text (Electronic thesis) in PDF format. / ABSTRACT: The purpose of this study was to investigate the stability of hearing aid benefit, as measured by the Abbreviated Profile of Hearing Aid Benefit (APHAB; Cox & Alexander, 1995), between three months post hearing aid fitting and at next the annual audiological re-evaluation. The annual re-evaluation was at least, and as close to nine months as possible, after the previous audiological. The maximum time between the two evaluations was 18 months. Thirty-six hearing aid patients participated in this study. The participants were both male andfemale, and were fitted monaurally or binaurally with hearing aid(s). All participants had sensorineural hearing loss with no ongoing or permanent conductive or retrocochlear pathology. The APHAB scale was administered at the three month hearing aid check (HAC) and again at the annual audiometric re-evaluation. / Analysis of covariance (ANCOVA), with length of time between the three month hearing aid check (HAC) and the next audiological re-evaluation as a covariate, was used to examine the main effects of time of administration and subscale [e.g., ease of communication (EC), reverberant conditions (RV), background noise (BN), and aversiveness of sounds (AV) and their interactions. Results revealed a significant reduction in the mean benefit scores between the 3-month HAC and annual re-evaluation APHAB administration. It is hypothesized that the causal factor of the decrease in benefit in the EC, RV, & BN are multifactorial. / These reductions in benefits may be do to the Hawthorne effect, unrealistic hearing aid benefit expectations by the participants, or a heightened expectation of hearing aid benefit due to the financial expense. It should also be noted, however, that using the 90% confidence interval for "true" clinical benefit, 21 of the participants maintained stable benefit over the course of the study. Finally, although not statistically significant, the fourth APHAB scale, aversiveness of sounds (AV), improved over time. / System requirements: World Wide Web browser and PDF reader. / Mode of access: World Wide Web.

Visual perception plays a fundamental role in a prospective learner’s ability to learn to read and spell; as well as in the accomplishment of written and numeracy tasks. Aspects of visual perception are facilitating functions and skills which a learner requires for acquiring basic literacy and numeracy proficiency. Yet, despite this importance, there exists no test that is standardised for the South African Foundation Phase population which adequately measures distinct visual perceptual aspects of individual learners. The study was undertaken in an attempt to alleviate the dilemma of the South African Foundation Phase learners who tend to experience visual perceptual challenges that hamper their level of academic learning, performance and competency. Firstly, the literature study explored the construct of visual perception and focussed on the relationship between vision, visual perception and academic learning, performance and competency. Secondly, in order to adequately measure the South African Foundation Phase population’s visual perceptual level of proficiency a new test was developed. Based on the literature study and the empirical investigation recommendations to educational psychologists, teachers, parents and learners have been made. / Educational Studies / M.Ed. (Guidance and Counselling)

The aims of the present thesis were two fold. The first aim was to investigate the relationship between self-referential and emotional processing. The second aim was to investigate the extent to which self-referential processing is altered as a function of mood. In order to address these two aims, a variety of behavioural and physiological measures were recorded and a new methodology was employed in the following experimental chapters. The aim of experiment one was to investigate how non-dysphoric and dysphoric individuals evaluate the emotional valence and self-referential content of word stimuli at a behavioural level. A self-positivity bias was identified in non-dysphoric individuals, positive words were rated as self-referential and negative words were rated as non-self-referential. Compared to non-dysphoric individuals, dysphoric individualsâ evaluations of self-reference but not emotional valence were altered. Event-related potentials (ERPs) were employed in experiment two to investigate self-referential processing at a neural level. A two stage model of processing was identified in which, an evaluation of emotional valence was found to occur prior to an interaction between self-reference and emotional valence. A self-positivity bias was identified in the ERP component known as the N400. ERP waves were more negative going to self negative and non-self-positive words when compared to self-positive and non-self-negative words. This bias was explained in terms of the semantic mismatch hypothesis. The aim of experiment three was to investigate how the neural processing of self-referential and emotional information is altered as a function of mood. Differences between nondysphoric and dysphoric individuals were identified during the early stages of ii processing in an emotion task. Between group differences were identified during the later stages of processing in a self-reference task, around 400 ms. Skin conductance and heart rate were employed in experiment four to examine autonomic responses during self-referential and emotional processing in healthy individuals. Both decision-making tasks were found to elicit similar physiological responses. These findings were taken to suggest that a large component of self-referential processing involves the processing of emotional information. Finally, the aim of experiment five was to investigate if person-referent processing was altered during the experience of a negative mood. The behavioural and neural responses of non-dysphoric and dysphoric individuals were compared across self-referent and other-referent decision-making tasks. Between group differences were specific to the self-reference task at the behavioural level. However, group differences were identified in both the self-referent and other-referent tasks at the neural level. The results provide partial support for the hypothesis that negative mood is associated with specific impairments in self-referential processing. Overall the results of the present thesis illustrate that the processing of emotional information plays a large role in self-referential decision-making. Furthermore, the N400 was found be involved in this type of decision-making at the semantic level. Negative mood was associated with greater changes in self-referential processing than in other forms of emotional or person-referent processing. In the final chapter, a two stage model is proposed to account for self-referential processing. The implications of this model are discussed in terms of two macro-cognitive theories, interacting cognitive subsystems (ICS) and SPAARs. Finally, the limitations and future directions for developing this line of research are outlined.

The purpose of this study was to confirm the original factor structure of the Wide Range Assessment of Memory and Learning (WRAML) utilizing a non-clinical adolescent population. Additional analysis examined the relationship between SAT-M scores and spatial relations ability. Exploratory analyses were conducted to determine ethnic and gender differences on the WRAML and subtests from the DAT. Sixty-four academically talented adolescents completed the WRAML and the mechanical reasoning and spatial relations subtests from the Differential Aptitude Test (DAT). The confirmatory factor analysis found the data obtained to not be a good fit for the factor structure of the WRAML (Sheslow & Adams, 1990). Additional confirmatory analyses were conducted which examined data fit of a three factor model found by reanalyzing the standardization data (Burton et al., 1996; Wasserman & Cambias, 1991) as well as two null models. The data failed to fit any of these three models. No support was found for the second hypothesis that predicted a positive relationship between SAT-M scores and spatial relations ability. Ethnic and gender differences on the WRAML and two DAT subtests were examined and discussed. Limitations of this study were reviewed which may have accounted for the overall lack of results.