Thesis (M.A.)--University of Wisconsin--Madison, 1971. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1939. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [20-21]).

"This paper has been written in an effort to help the teachers of Okaloosa County who wish to make it possible for boys and girls to benefit from all of the more rather recent developments in instructional materials, particularly in the form of sixteen-millimeter sound films. At the present time no funds are available for a county materials center. The superintendent has had to spend everything possible for buildings, teachers' salaries, transportation, etc. There is evidence now, however, that financial and building problems will need less attention, making it possible for many superintendents, principals, and boards of education to give more attention to financial help for instructional materials. The writer hopes that this study may encourage the school administrators of Okaloosa County to provide a materials center for the improvement of the schools in the area of audio-visual materials. With the basic assumption that there should be available in Okaloosa County schools, materials to encourage the mental, physical, social, and emotional development of children and young people, the writer selected this bibliography for enriching and implementing the schools of the county"--Introduction. / Typescript. / "August, 1954." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Includes bibliographical references (leaves 74-75).

No description available.

No description available.

This study examined the ability of preliterate Kindergarten students to use pictographic sequences as cues in comprehending stories. Thirty-six children were trained to use a pictographic encoding for objects, actions, and spatial and temporal relations. Sequences of these pictographs were used to represent events and relations among objects. The children's use of the pictographic sequences in comprehending stories was investigated in three studies. Study 1 assessed the cuing effect of pictographic information that was available while children listened to stories. Study 2 assessed the cuing effect of pictographic information that was available to the children as they recalled a story to which they had listened previously. Study 3 assessed the cuing effect of pictographic information available during recall for stories in which the initial input for the stories was only pictographic information. / Children's comprehension in telling or retelling a story was analyzed in terms of recall, recall and inference, and inference types of processing of semantic propositions according to Frederiksen's (1975) propositional analyses model. The analyses revealed that for all studies, most comprehension processing was of the joint recall and inference type. This result indicates that the children were attempting to comprehend the story, as opposed on the one hand to memorizing the story (as would be indicated by high recall) and on the other to producing a story (as would be indicated by high inference). / Study 1 revealed that looking at pictographic material during an oral presentation of the story did not facilitate comprehension as compared to an oral presentation only. / Study 2 revealed that the presence of pictographic material during recall production enhanced comprehension as compared to recall without such material being available. In this situation, pictographs appeared to serve as cues helping the subject to retrieve relevant information about the story. / Study 3 revealed that cuing facilitation of pictographic sequences during recall found in Study 2 also occurred when the story was initially presented by pictographic sequences alone. / The results of the three studies indicate that preliterate Kindergarten children can use pictographic sequences to augment their comprehension of simple stories presented orally, and that in certain situation they can comprehend such stories in a substantial manner from pictographic sequences alone.

Issued also as a Thesis (Ph. D.)--Columbia University. / Bibliography: p. 67-68.

Thesis (Ph. D.)--Yale University, 1937. / Without thesis note. Bibliography: p. [144]-146.

Issued also as a Thesis (Ph. D.)--Columbia University. / Bibliography: p. 67-68.

Thesis (Ph. D.)--Yale University, 1937. / Without thesis note. Bibliography: p. [144]-146.