Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

Thesis (M.A.)--University of Wisconsin--Madison, 1970. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (B.Sc)--University of Hong Kong, 1997. / "A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 1997." Also available in print.

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 80-83)

Thesis (M.A.)--York University, 2003. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 74-87). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: LINK NOT YET AVAILABLE.

Thesis (Ph.D.)--Texas Christian University, 2007. / Title from dissertation title page (viewed Sept. 11, 2007). Includes abstract. Includes bibliographical references.

This study explored the reasoning process of interpreters during the process of early recollection (ER) interpretation, and in the identification of central life style theme using Mosak's typology system (1971). ERs from ten subjects were collected using a guestionnaire format and distributed to six interpreters. Three interpreters were experienced in ER interpretation and three received two hours of training in ER interpretation prior to the study. All interpreters were requested to record their impressions and thoughts during the interpretive process on audio tape for later analysis, and to assign a primary and secondary life style theme to each subject using Mosak's typologies. The results of this study provided information about the cues found in ERs that seem to guide interpreters, the effect of interpreter style on the final outcome, and the reliability of inter-judge agreement on life style theme from ER interpretation. The results showed that training in ER interpretation immediately provided the trainees with an ability to identify the perceptual schema of the subjects but it did not give them the same skill possessed by the experienced clinicians in metaphor analysis or an understanding of Mosak's typology system. Similarities and differences between the experienced clinicians and the trainees were analyzed. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

The effects on sentence, phrase, and pivotal word recall of variations in mean depth, type, and length of sentences, response mode, and practice were studied with one hundred twenty-eight Grade Eleven students. The results provide substantial support for Martin and Roberts' (1966) listening-reproducing model of sentence processing. Verbatim recall of low mean depth sentences exceeded that of high mean depth sentences; pivotal words from phrases of the greatest mean depth were harder to recall than were their lower mean depth counterparts; and the analysis of phrase dependency measures indicated that left-to-right binary processing was taking place during the encoding and decoding of responses. In addition, the results provided partial confirmation of the notion of coding by transformational tags. Verbatim sentence recall was affected by the stimulus sentence's transformational type, but not in the predicted direction. Errors in sentence recall, however, were as was predicted: K > N, P, Q > NP, NQ, PQ > NPQ. Further, declarative sentences were recalled correctly more often than were interrogative, as was predicted from the coding hypothesis, but active and passive sentences were equally well recalled, and negative sentences were recalled better than affirmative sentences, neither of which result can be accounted for by the coding hypothesis. Mood, voice, and modality changes were found to have various effects on the recall of phrases and pivotal items, but often these effects were related to the lexical density of specific phrases. Pivotal words were observed to have performed an important function in early recall particularly, and this function was explained in terms of the memory for "gist" hypothesis (Reid, 1974). Sentence length interacted with mean depth and lexical density, a result which was felt to be an artifact resulting from incomplete orthogonality of these variables. The written response mode facilitated recall generally, as did practice, with practice resulting most noticeably in improved recall of all pivotal words, and of low mean depth and long sentences which were written rather than spoken. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

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