Thesis (Ph. D.)--University of Oregon, 2003. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 105-113). Also available for download via the World Wide Web; free to University of Oregon users.

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This study primarily addressed two questions. The first question asked if individuals with learning disabilities in reading differ from individuals with other types of learning disabilities and from individuals with no clinical diagnosis on processing speed measured cognitively. The second question asked if subgroups within the two experimental groups with learning disabilities could be identified that conform to the Double Deficit Hypothesis (DDH) (Wolf & Bowers, 2000).Subjects were extracted from an existing data base that consisted of over 2000 individuals in the Mid-Western United States who had been referred for neuropsychological assessment, and were chosen for this study if they had been diagnosed with a learning disability or had received no clinical diagnosis. A total sample of 307 was available for the study, including 211 males and 96 females. The subjects were assigned to one of three groups by the researcher. One group consisted of individuals diagnosed with learning disabilities in reading, a second group consisted of individuals with learning disabilities in areas other than reading, and the third groups consisted of individuals who had received no clinical diagnosis. Scores on the WoodcockJohnson Tests of Cognitive Ability- Revised, and the Woodcock Johnson Tests of Achievement- Revised were used for analysis.The investigation into the first question found that the three groups differed significantly on a cognitive measure of processing speed. The literature search had found that an achievement measure of processing speed discriminated between the three types of individuals. The current findings imply that processing speed problems may be linked to cognitive abilities as well as academic abilities. The results for the second question were not as clear. However, a cluster analysis of both the group with learning disabilities in reading and the group with learning disabilities in areas other than reading found processing speed to be an important factor in describing these individuals' difficulties. For the first group, Wolf and Bowers (2000) Double Deficit Hypothesis was supported for processing speed, but not for phonological processing. For the other group, the DDH was supported for processing speed and phonological processing, but not for the double deficit. / Department of Educational Psychology

The purpose of this study was to evaluate the effectiveness of group thermal biofeedback training and relaxation as a means of changing locus of control. Additionally, the stability of the locus of control change, over time, was examined. Lastly, the proportion of achievement motivation which can be explained by locus of control was determined.Forty-nine ninth grade students were randomly assigned to biofeedback training, relaxation, or control. The nine treatment sessions were of 20 minutes duration and the students in the biofeedback group used mercury thermometers. Autogenic phrases were read as they attempted to increase their skin surface temperature. The relaxation group received the identical autogenic phrases as the biofeedback group, while the control group observed films during the treatment session.After the completion of the treatment, subjects were administered the Nowicki-Strickland Locus of Control Scale for Children and the Junior Index of Motivation (JIM) Scale.Hypothesis #1, which stated that the biofeedback group would change its locus of control toward internality, was rejected (P .7736). Hypothesis #2, which stated that the mean locus of control score for the biofeedback group would be significantly more internal than either the relaxation or control group, was similarly rejected (p .6353 and p .7736, respectively). Since the biofeedback group did not become more internal. Hypothesis #3, which was concerned with the stability of a shift in locus of control, was not tested. The multiple regression analysis resulted in an R of .4296 (p .0037). This suggests that a significant proportion of achievement motivation can be explained by locus of control. Males tended to score more internal than females, regardless of treatment, but not to a significant degree (p .0520). The biofeedback group had significantly increased their skin temperature as a result of the biofeedback ( p .001). It was concluded that while group thermal biofeedback training was effective in teaching the subjects to voluntarily control their skin surface temperature, it was not effective in altering their locus of control. Recommendations were made regarding using smaller group size or individual training, and pre-testing for initial locus of control levels to identify those with more external locus of control.

Thesis (Ed. Spec.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

Thesis (Ph. D.)--University of Oregon, 2007. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 216-232). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Dip.App.Psych.) -- University of Adelaide, Dept. of Psychology, 1976.