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This thesis has explored the relationship between the historical concepts of the general public and those of historians. The study included concepts of the post-revolutionary period, the ante-bellum period, the Civil War, heroic figures, infamous figures, feminest revision, and Black revision. A random sample of Muncie, Indiana was studied in the survey, and that sample was stratified wiyh the variables of sex, race, age, family income, and level of education.

The purpose of this study was to compare the effects of two methods of practicing words: (1) visual discrimination and (2) copying. Both methods were designed to facilitate the retention of words. Two hundred fifty-four kindergarten subjects in twelve intact classrooms received twenty-five minutes of instruction on five high frequency words the subjects had failed to identify prior to the study. Each class was, then, divided into three groups which were stratified on the basis of the subjects' scores on the Murphy-Durrell Letter Names Test. Two experimental groups practiced the words in either a visual discrimination or copying task for ten minutes. The control group engaged in creative dramatics for ten minutes. The subjects were checked for recall of the five words, twenty-four hours after the initial teaching session.Three null hypotheses were tested using a 2x2x2x3 fixed effect nonorthogonal analysis of variance. Subjects were identified as high or low scorers on the MurphyDurrell Letter Names Test, younger or older than the median chronological age of the subjects in the study, as male or female, and according to the treatment group to which they were assigned. Tukey's HSD procedure was used to compute 95 percent confidence intervals to analyze the presence of a 2-way interaction involving treatment and sex. Males in the Copying Group recalled significantly more words than males in the Visual Discrimination Group or the control group. Females in the Visual Discrimination Group recalled significantly more words than females in the control group. Females recalled significantly more words than males in the Visual Discrimination Group and the control group. There was no significant interaction involving sex, age, and treatment; no one method was found to significantly facilitate word recall. No significant differences were found between the average number of words recalled by the younger or older subjects.The major conclusion of the study was that males profited from copying words with chalk on a chalkboard while being directed to the distinctive features of the words.

Among the tasks usually carried out by conference interpreters, the question was which task demands most attention or is the deepest in terms of the depth of processing hypothesis proposed by Craik and Lockhart (1972). Simultaneous interpretation is a complex form of human information processing, involving the perception, storage, retrieval, transformation and transmission of verbal information. Shadowing involves the imediate vocalization of auditorily presented stimuli in the same language, whereas simultaneous interpretation involves translation of the incoming message. Mic consecutive interpreter listens to a message in L1, makes concurrent notes in L2, and then delivers an oral translation of the original speech by way of his notes. In Experiment I, conference interpreters (both trainee and professional) shadowed, interpreted simultaneously and consecutively, as well as listeneýd to French passages before (a) recalling in English and (b) answering three recognition tests in source language measuring lexical, semantic and syntactic retention. Listening and consecutive interpretation, which yielded significantly higher recall scores than did shadowing, were considered deeper forms of processing than shadowing. Also, simultaneous listening and speaking impaired recall of the material. A second experiment eliminated the translation variable. Subjects listened to, shadowed and interpreted consecutively, English passages, followed by retention ffeasures in the same language. Only consecutive interpretation (labeled as 'consecutive reiteration') yielded scores that were significantly higher than shadowing. Listening and recalling in the same language demands less processing or effort than listening in one language and recalling in another. In a third experiment designed to examine the role played by notes, subjects (a) listened to, (b) interpreted a text consecutively and (c) took notes but had their notes unexpectedly removed and were asked to recall the original without rehearsal. Consecutive interpretation with notes kept during delivery yielded significantly higher retention scores than either other condition. Listening is as good a form of attending to a message as note-taking when notes are an external form of encoding. Notes coupled with review represent a useful strategy for subsequent recall but note-taking alone is of questionable value.

Thesis (Ph.D.)--Tufts University, 2004. / Adviser: Lisa M. Shin. Submitted to the Dept. of Psychology. Includes bibliographical references (leaves 128-135). Access restricted to members of the Tufts University community. Also available via the World Wide Web;

Thesis (Ed.D.)--University of Tulsa, 1969. / Bibliography: leaves 41-45.

Thesis--Catholic University of America. / Bibliography: p. 54-55.

Thesis (M.A.)--University of Missouri-Columbia, 2004. / Typescript. Includes bibliographical references (leaves 65-69). Also available on the Internet.

Thesis (Ph. D.)--Florida State University, 2003. / Advisor: Dr. Colleen M. Kelley, Florida State University, College of Arts and Sciences, Dept. of Psychology. Title and description from dissertation home page (viewed Aug. 23, 2004). Includes bibliographical references.

Thesis. (Ph. D.)--Columbia University. / Bibliography: p. 83.