The first purpose of this study was to determine the effect of simulation in high school United States History classes on students’ cognitive retention of facts, concepts, and principles. The second purpose was to determine the effect of the simulation technique on students’ and teachers’ affective perceptions of the learning experience.

This study explored the relationships among visual and auditory perception, academic aptitude, sex and achievement in reading, language arts and mathematics. The study also sought to determine if scores on visual and/or auditory perception would contribute additional predictive information about achievement beyond that already known through knowledge of sex and academic aptitude scores.Subjects in this study were the entire first grade population of an East Central Indiana rural and suburban public school corporation. The subjects were in the first grade in the school year 1974-1975.The data collected for each subject came from four sources: (1) the Primary Mental Abilities Test K-1 (PMA), (2) the Motor-Free Visual Perception Test (MVPT), (3) the Goldman-Fristoe-Woodcock Test of Auditory Discrimination (GFW), and (4) the Science Research Associates Achievement Series, Level 1-4, Form E.The data were treated by canonical and multiple regression analysis. Separate canonical correlation coefficients were computed for boys and girls. A canonical R of .725 (p <.O1) between the predictor and criterion variables was computed for boys. The greatest association was between the predictor variable MVPT and language arts and to a lesser extent, mathematics. The PMA was also associated with these criterion variables, but to a lesser degree. Results of the study also indicate that visual perception added significantly to prediction of achievement beyond that which is already known through knowledge of a subject's sex and academic aptitude score. Auditory perception when added as a fourth variable did not make a significant contribution to predictive ability in any of the three criterion measures.Within the possible limitations resulting from a delay in the administration of the perceptual measures the following conclusions are drawn from this study. 1. There is a relationship between a set of scores on visual and auditory perception and academic aptitude and a set of scores on achievement in reading, language arts and mathematics.`2. This relationship is different for boys and girls. Girls outperformed boys on all three measures of achievement. For girls, scores on language arts and, to a lesser degree, mathematics tend to be associated with visual perception and academic aptitude. For boys, scores on reading and language arts tend to be associated with academic aptitude.3. Visual perception accounted for variation in the dependent variables of reading, language arts and mathematics beyond that accounted for through knowledge of the subject's sex and academic aptitude score.4. Visual perception had a stronger relationship to later achievement -for girls than either academic aptitude or auditory perception.5. The academic aptitude measure PMA, correlated higher with achievement for boys than it did for girls.6. Academic aptitude was a stronger predictor of later achievement for boys than either visual or auditory perceptual measures.7. Auditory perception was not significantly related to any of the achievement measures and made no significant contribution to the multiple regression equations.

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

Thesis (D. Min.)--Abilene Christian University, 1990. / Abstract. Includes bibliographical references (82-89 leaves ).

Thesis (M.A.)--University of Nevada, Reno, 2008. / "May, 2008." Includes bibliographical references (leaves 23-25). Online version available on the World Wide Web.

Thesis (Ed. D.)--Illinois State University, 1976. / Title from title page screen, viewed Nov. 30, 2004. Dissertation Committee: Barry Moore (chair), Eugene Fitzpatrick, Clifford Edwards, Fred Mills, Jack Hobbs. Includes bibliographical references (leaves 85-87) and abstract. Also available in print.

Although familiarity with a talker or accent is known to facilitate perception, it is not clear what underlies this phenomenon. Previous research has focused primarily on whether listeners can learn to associate novel phonetic characteristics with low-level units such as features or phonemes. However, this neglects the potential role of phonetic information at many other levels of representation. To address this shortcoming, this thesis investigated perceptual learning of systematic phonetic detail relating to higher levels of linguistic structure, including prosodic, grammatical and morphological contexts. Furthermore, in contrast to many previous studies, this research used relatively natural stimuli and tasks, thus maximising its relevance to perceptual learning in ordinary listening situations. This research shows that listeners can update their phonetic representations in response to incoming information and its relation to linguistic-structural context. In addition, certain patterns of systematic phonetic detail were more learnable than others. These findings are used to inform an account of how new information is integrated with prior experience in speech processing, within a framework that emphasises the importance of phonetic detail at multiple levels of representation.

The school journey is one of many visual aids in perceptual learning. It is not the purpose of the writer to over-estimate the values of this method of teaching, but to suggest it as one activity that meets the need of many individuals for growth and maturation, as well as a technique for capturing the educational values of direct contact with the world in which children live.

No description available.

Yes / We investigated whether perceptual learning could be used to improve peripheral word identification speed. The relationship between the magnitude of learning and age was established in normal participants to determine whether perceptual learning effects are age invariant. We then investigated whether training could lead to improvements in patients with age-related macular degeneration (AMD). Twenty-eight participants with normal vision and five participants with AMD trained on a word identification task. They were required to identify three-letter words, presented 10° from fixation. To standardize crowding across each of the letters that made up the word, words were flanked laterally by randomly chosen letters. Word identification performance was measured psychophysically using a staircase procedure. Significant improvements in peripheral word identification speed were demonstrated following training (71% ± 18%). Initial task performance was correlated with age, with older participants having poorer performance. However, older adults learned more rapidly such that, following training, they reached the same level of performance as their younger counterparts. As a function of number of trials completed, patients with AMD learned at an equivalent rate as age-matched participants with normal vision. Improvements in word identification speed were maintained at least 6 months after training. We have demonstrated that temporal aspects of word recognition can be improved in peripheral vision with training across a range of ages and these learned improvements are relatively enduring. However, training targeted at other bottlenecks to peripheral reading ability, such as visual crowding, may need to be incorporated to optimize this approach. / This work was supported by a National Institute of Health Research (NIHR) Post Doctoral Fellowship awarded to ATA, an Age UK Studentship awarded to AJB, and a Wellcome Trust Career Development Fellowship awarded to BSW. This article presents independent research funded by the NIHR.