The purpose of the present study was to investigate the relationships between preferences of multiple intelligences, perceptual and social learning styles, and English as foreign language proficiency. Two self-report questionnaires were administered to a total of 123 participants. The results showed that dominant intelligence preference was inter-personal and major learning-style preference was kinesthetic. Pearson correlation results revealed statistically significant positive relations between interpersonal intelligence and group learning style / linguistic intelligence and individual learning style / logical-mathematical intelligence and individual learning style / intra-personal intelligence and individual learning style / inter-personal intelligence and kinesthetic learning style in addition to negative relations between interpersonal intelligence and individual learning style / musical intelligence and individual learning style, and bodily-kinesthetic intelligence and tactile learning style. This indicates that pedagogical implications should consider individuals&rsquo / intelligences and learning style preferences, and further studies are needed to investigate the interactions among preferences of styles and intelligences. Finally, multiple regression results showed that logical-mathematical intelligence preference and visual learning style preference were the primary contributors to the English proficiency. Since no previous research was found comparing preferences of multiple intelligences and perceptual and social learning styles of foreign language learners, this study provided data-driven evidence for the interrelations between them. Those relationships as well as factorial structure for preferences for multiple intelligences and learning styles were discussed. Moreover, the need for further development of the questionnaires and the need for mixed method data collection were emphasized. Implications for interactions among learning styles and multiple intelligences were discussed.

国立情報学研究所で電子化したコンテンツを使用している。

This study investigated the influence of perceptual training on volleyball serve-reception performance. The subjects were ten female high-school volleyball players. Subjects were randomly assigned in equal numbers to a control or an experimental group. Both groups were tested on two occasions, prior to and following a three-week perceptual training intervention. The pre- and post-training testing sessions consisted of a volleyball serve-reception test and a perceptual-motor test that simulated the serve-reception. At the end of the post-training session, a transfer serve-reception test was conducted. The results showed a significant positive relationship between years of experience playing competitive volleyball and performance score obtained in the pre-training serve-reception test. No relationship existed between performance score and starting age. Also, no significant relationships were found between the performance score obtained for the pre-training perceptual-motor test and the amount of competitive playing experience or, starting age. The results of a 2 x 2 (Time x Group) repeated measures MANOVA, incorporating the dependent variables of mean performance score for the serve-reception test and the standard deviation of the movement time elapsed prior to intercepting the ball, indicated that perceptual training was not significantly related to performance on a serve-reception test. Two separate 2 x 2 (Time x Group) repeated measures ANOVAs, analyzing the performance scores obtained for the pre- and post-training perceptual-motor test under two different viewing conditions (long vs. short) did not reveal any differences between the groups for either viewing condition. The transfer serve-reception test also did not reveal any statistically significant differences between the groups. In conclusion, the results indicated that the three-week perceptual training-program used in this study did not lead to significant improvements in volleyball serve-reception performance among adolescent female players. In future research, a motor component should be incorporated in the perceptual training-program to allow for the coupling of perception and action. Alternatively, a perceptual-motor adjustment period could be provided to facilitate the recoupling of perception and action following a perceptual training period. / Graduation date: 1994

In the present study, nursing and allied health employee's perceptions of job control and the relationship to performance evaluation were explored. Supervisor perceptions of their subordinate's level of job control was assessed with subordinate perceptions of job control, to determine the effects of perceptual congruence on reactions to performance evaluation. In addition, supervisor attributions to subordinate performance was assessed to test the relationship with subordinate responses to performance evaluation. One hundred and forty-four participants including forty-five matched supervisor-subordinate pairs in a large Queensland health care organisation were surveyed. The measures included perceptions of job control, supervisor attributions to subordinate performance and the effects of subordinate reactions to performance evaluation. The results indicated that there were no differences in the perceptions the supervisor held of their employee's job control and the perceptions the subordinate held in relation to their own levels of job control. In addition, it was found that job control significantly contributed to positive reactions to performance evaluation and when there was a close match between supervisor and subordinate perceptions of level of control, there was a resulting positive reaction to performance evaluation. Furthermore, supervisor internal attributions to subordinate performance predicted positive reactions to performance evaluation, when the employee was evaluated as having performed successfully.

Thesis (Ph. D.)--Indiana University, 2005. / Includes bibliographical references (leaves 220-228). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M.S.)--University of British Columbia, 2006. / Includes bibliographical references (leaves 45-48). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M.Sc.)--York University, 2006. Graduate Programme in Kinesiology & Health Science. / Typescript. Includes bibliographical references (leaves 70-77). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR19733

Thesis (Ph.D.)--York University, 2006. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 148-172). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:NR19801

Thesis (M. Phil.)--University of Hong Kong, 2009. / Includes bibliographical references (leaves 37-45) Also available in print.

Thesis (M.S.)--Villanova University, 2008. / Psychology Dept. Includes bibliographical references.