Source: Dissertation Abstracts International, Volume: 23-02, page: 0694. / Thesis (Ph.D.)--The Florida State University, 1962.

Source: Dissertation Abstracts International, Volume: 26-08, page: 4797. / Thesis (Ph.D.)--The Florida State University, 1965.

Source: Dissertation Abstracts International, Volume: 14-08, page: 1253. / Thesis (Ph.D.)--The Florida State University, 1954.

Source: Dissertation Abstracts International, Volume: 19-01, page: 0163. / Thesis (Ph.D.)--The Florida State University, 1958.

Source: Dissertation Abstracts International, Volume: 23-10, page: 3969. / Thesis (Ph.D.)--The Florida State University, 1962.

Source: Dissertation Abstracts International, Volume: 28-07, Section: B, page: 3047. / Thesis (Ph.D.)--The Florida State University, 1967.

Source: Dissertation Abstracts International, Volume: 28-07, Section: B, page: 3053. / Thesis (Ph.D.)--The Florida State University, 1967.

The comprehension of written content material has often posed difficulties for the learning disabled (LD) student in high school. Three experiments compared the effectiveness of a read-and-listen procedure, against reading alone, in the acquisition of information. Sixteen LD subjects either read a brief (5-10 min) textbook passage, or read and simultaneously listened to a verbatim audio tape. The stimulus presentation mode, i.e., either visual-only, visual-auditory, (or auditory-only in Experiment 1), was alternated in a multielement design. Acquired information was measured with experimenter-constructed comprehension quizzes, delivered and answered in the oral mode. Correct responses were contingently reinforced with points. / In Experiment 1, an ANOVA indicated performance under both the auditory and visual-auditory conditions was significantly superior (p < .05) to performance under the visual condition. Further, performance of the LD subjects under the two auditory conditions was not significantly different from the performance of non-LD comparison subjects who just read the passages. In Experiment 2, subjects were quizzed after exposure to a 30-min passage, presented over a 3-day span. The auditory-only condition was not included. Results showed comprehension performance was roughly equivalent under either stimulus condition, but was substantially inferior to performance in Experiment 1. Conditions in Experiment 3 were similar to those in Experiment 2, except for the addition of a worksheet task, which required subjects to answer five questions during each daily session. Results revealed that performance under the visual-auditory condition was superior to the visual condition, and were also superior to performance of the non-LD comparison subjects who just read. / This study suggests that supplemental auditory information may help LD students overcome difficulties decoding a written text, thus leading to improved comprehension. Additionally, the application of certain activities, such as worksheets, may serve to increase active involvement in learning, further improving information acquisition. / Source: Dissertation Abstracts International, Volume: 46-12, Section: B, page: 4383. / Thesis (Ph.D.)--The Florida State University, 1985.

The purpose of this study was to determine the effects of two treatments; modeling and persuasion, on efficacy level, efficacy strength and 50 yard freestyle swimming time in 120 competitive swimmers. Subjects were ranked from fastest to slowest, according to their best times within the last month. The subjects were randomly blocked into one of three groups: modeling, persuasion, or control, and each group was divided in half. Each of the three groups was then divided in half. Two models/persuaders presented identical treatments to subjects in order to establish that the "personality" of the model/persuader was not responsible in some way(s) for treatment effects. The control group was split to obtain balance for statistical purposes. / Initially, the six groups warmed-up and were timed for a 50 yard freestyle. The following day each group warmed-up, then completed a questionnaire measuring efficacy. Next, they were administered the treatment specific to their group. Following treatment, they were asked to fill out the questionnaire measuring efficacy and then were timed for a 50 yard freestyle. Finally, they completed a follow-up questionnaire specific to their group. / Three one-way ANOVAs were used to make separate comparisons between the two persuasion, the two modeling, and the two control groups on three pretreatment measures (efficacy level, efficacy strength and performance time for 50 yard freestyle). ANOVAs were also applied to the same three measures following treatment. No significant differences were found between any of the pairs of groups. Consequently, each of the pairs of groups were combined. Three one-way ANCOVAs were then used to analyze 50 yard freestyle swimming time, efficacy level and efficacy strength scores of the persuasion, modeling, and control groups. The results revealed that the persuasion and modeling groups demonstrated significantly higher level and strength of efficacy on adjusted post-test performance times than the control group. Additionally, it was determined that the persuasion group produced significantly higher efficacy strength scores than the modeling group. / Source: Dissertation Abstracts International, Volume: 46-04, Section: B, page: 1327. / Thesis (Ph.D.)--The Florida State University, 1985.

Source: Dissertation Abstracts International, Volume: 30-12, Section: B, page: 5673. / Thesis (Educat.D.)--The Florida State University, 1969.