Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007. / Source: Dissertation Abstracts International, Volume: 68-11, Section: B, page: 7686. Adviser: Gabriele Gratton. Includes bibliographical references (leaves 86-93) Available on microfilm from Pro Quest Information and Learning.

Thesis (M.F.A.)--Rochester Institute of Technology, 1996. / Typescript. Includes bibliographical references (leaf [34]).

Thesis (Ph.D.)--Indiana University, Dept. of Psychological and Brain Sciences, 2006. / Title from PDF t.p. (viewed Dec. 4, 2008). Source: Dissertation Abstracts International, Volume: 67-11, Section: B, page: 6769. Advisers: Henry Prange; Dale Sengelaub.

Thesis (Ph.D.)--Indiana University, Dept. of Psychological and Brain Sciences, 2006. / Advisers: Henry Prange; Dale Sengelaub.

Thesis (Ph.D.)--Indiana University, Department of Psychological and Brain Sciences, 2009. / Title from PDF t.p. (viewed on Jul 12, 2010). Source: Dissertation Abstracts International, Volume: 70-10, Section: B, page: 6600. Adviser: Preston E. Garraghty.

Thesis (Ph.D.)--Indiana University, Dept. of Psychological and Brain Sciences and Cognitive Sciences, 2009. / Title from PDF t.p. (viewed on Jul 22, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: B, page: 7887. Adviser: Brian F. O'Donnell.

Thesis (Ph.D.)--Duquesne University, 2006. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 231-241) and index.

Thesis (Ph.D.)--York University, 2002. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 63-76). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ99177

abstract: Understanding sources of knowledge (e.g., seeing leads to knowing) is an important ability in young children’s theory of mind development. The research presented here measured if children were better at reporting their own versus another person’s knowledge states, which would indicate the presence of introspection. Children had to report when the person (self or other) had knowledge or ignorance after looking into one box and not looking into another box. In Study 1 (N = 66), 3- and 4-year-olds found the other-version of the task harder than the self-version whereas 5-year-olds performed near ceiling on both versions. This effect replicated in Study 2 (N = 43), which included familiarization trials to make sure children understood the question format. This finding is in support of the presence of introspection in preschool-aged children. In the same studies, children also showed evidence for theorizing about their own and others knowledge states in a guessing task (Study 1) and in true and false belief tasks (Study 2). These findings together indicate both introspection and theorizing are present during young children's theory of mind development. / Dissertation/Thesis / Masters Thesis Psychology 2015

abstract: Recognition memory was investigated for naturalistic dynamic scenes. Although visual recognition for static objects and scenes has been investigated previously and found to be extremely robust in terms of fidelity and retention, visual recognition for dynamic scenes has received much less attention. In four experiments, participants view a number of clips from novel films and are then tasked to complete a recognition test containing frames from the previously viewed films and difficult foil frames. Recognition performance is good when foils are taken from other parts of the same film (Experiment 1), but degrades greatly when foils are taken from unseen gaps from within the viewed footage (Experiments 3 and 4). Removing all non-target frames had a serious effect on recognition performance (Experiment 2). Across all experiments, presenting the films as a random series of clips seemed to have no effect on recognition performance. Patterns of accuracy and response latency in Experiments 3 and 4 appear to be a result of a serial-search process. It is concluded that visual representations of dynamic scenes may be stored as units of events, and participant's old/new judgments of individual frames were better characterized by a cued-recall paradigm than traditional recognition judgments. / Dissertation/Thesis / Ph.D. Psychology 2014