Zugl.: Hannover, Universiẗat, Diss., 2006.

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Thesis (Ph. D.)--University of Washington, 2000. / Includes bibliographical references (leaves 100-121).

Despite the vast number of studies that have examined the relationship between human memory and learning, few have examined learning and memory in more realistically valid environments. The current study examines learning memory in a classroom environment, specifically with students enrolled in a medical anatomy course. In addition to behavioral data, this study also uses electroencephalography (EEG) to examine the neural correlates of successful learning in medical students. A total of 37 students over 2 years was recruited from the Boston University School of Medicine to participate in this study. In the study, medical students were tested on a set of anatomical terms that they learned in the anatomy course. Testing occurred in three sessions: prior to the start of the course, immediately after the completion of the course, and 5 months after the completion of the course. In the experiment itself, students were presented with 176 anatomical terms (132 terms learned in the course and 44 terms deemed outdated) and then given three response choices: whether they "Can Define", are "Familiar" with, or "Don't Know" the term. While testing, the subject's scalp EEG was recorded to measure the brain's neural activity in response to anatomical terms displayed on the computer screen. Resulting EEG waveforms were separated and then averaged based on the response type in order to analyze the difference in amplitude for three neural correlates across distinct scalp sites when the students could define, were familiar with, or did not know the term. Results showed a higher amplitude in ERP readings for "Can Define" and "Familiar" responses for the early frontal effect, which is correlated with memorial familiarity. A higher "Don't Know" ERP wave was observed for the late parietal effect, which reflects memorial recollection. Lastly, a larger ERP amplitude was detected for "Familiar" and "Don't Know" responses for the late frontal effect, which is associated with post memory retrieval processing. Both Pearson correlation and multiple linear regression analyses were then run to investigate if any significant relationship between ERP amplitude and grades existed, and if so, the degree to which these electrophysiological responses can predict the course grades received. Final results found that the early frontal effect for the Can Define responses over the Right Posterior Superior scalp region is the best predictor variable, among the ones tested in the study, for student performance in the medical anatomy course. This finding has the potential to determine whether the information learned in a classroom environment has in fact been incorporated into long-term or even semantic memory. Through the findings of this study, we hope to determine if this method of measuring learning through EEG can be used as a useful indicator of long-lasting learning in classroom environments.

The purpose of this study was to develop a questionnaire to identify students who are at risk of developing academic difficulties related to literacy in higher education in Saudi Arabia. The study adopted a mixed methodological pragmatic approach with two phases. Data for Phase One was obtained from 341 female Saudi students through the Student Academic Difficulties at Risk (SADR) questionnaire, administered at the beginning of the academic year. After six months, three sets of data were gathered: Students’ Self-Inventory (SSI) with 188 students, teacher reports on students’ academic performance with five teachers reporting on 96 students, and students’ academic Grade Point Average (GPA). In Phase Two, based on the findings of the SADR questionnaire, two students were purposively chosen from each of three different groups for case studies. The findings from Phase One suggested that some of the SADR subscales had high reliability and others showed poor reliability. The results also showed that the SADR questionnaire and GPA correlated and that the regression analysis showed a predictive value for the reading scale. However, case-level analysis showed that the SADR questionnaire could not be reliably used to predict GPA. Additional analysis showed that SSI had high reliability for all subscales and correlated with the SADR questionnaire as well as with GPA. The reading and writing subscales from the SADR questionnaire can predict continued academic difficulties that are related to reading and writing at university level. Phase Two involved case study investigations into true positive, false positive, and false negative predictions of the reliable scales in the SADR questionnaire. The findings of Phase Two showed that a variety of influences affected academic attainment, such as motivational, wellbeing-related, and socio-cultural reasons.

This study is focused on characterization of fibrinogen-related proteins (FREPs) from the tick Ixodes ricinus using molecular methods - PCR, cloning, qRT-PCR, RNA interference via dsRNA synthesis and injection, and also pathogen (Borrelia sp.) transmission on animal model.

Submitted by Edileide Reis (leyde-landy@hotmail.com) on 2013-04-25T13:11:17Z No. of bitstreams: 1 Soares, Ilma.pdf: 1222867 bytes, checksum: 41cb961bcda1597431d3198fe6016199 (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-05-17T14:41:59Z (GMT) No. of bitstreams: 1 Soares, Ilma.pdf: 1222867 bytes, checksum: 41cb961bcda1597431d3198fe6016199 (MD5) / Made available in DSpace on 2013-05-17T14:41:59Z (GMT). No. of bitstreams: 1 Soares, Ilma.pdf: 1222867 bytes, checksum: 41cb961bcda1597431d3198fe6016199 (MD5) Previous issue date: 2005 / Esse estudo analisa as crenças de quatro professoras das séries inicias do Ensino Fundamental público, do Município de Salvador-BA, no ano de 2004, sobre a ludicidade e as atividades lúdicas. Tem a pesquisa qualitativa como opção metodológica e a observação, a entrevista e a (auto)biografia como instrumentos investigativos. A questão básica que norteou esse trabalho foi: quais as crenças que os professores têm elaborado sobre a ludicidade e as manifestações lúdicas? Diante da compreensão de que as crenças compõem um sistema que se organiza de forma a sustentar e justificar as demais, tornou-se necessário, também, analisar algumas convicções sobre educação, escola, aluno e trabalho docente, de forma a compreender onde as convicções sobre ludicidade e atividades lúdicas se alicerçam. Ainda em relação às crenças, opta-se por utilizar os vocábulos convicções e ?certezas? com o mesmo sentido, diante do seu credo intenso, mesmo sem um conhecimento mais sistematizado do sujeito que crê. O conceito de ludicidade que permeia este trabalho baseia-se nos estudos de Cipriano Luckesi, que a entende como a vivência de uma experiência plena. Em relação às atividades lúdicas, buscou-se perceber com que perspectivas se encontravam presentes os jogos e brincadeiras no processo pedagógico. A partir da análise das convicções sistematizadas, conclui-se ser importante conhecer e efetivar um trabalho em relação às crenças das professoras, se quisermos que a dialogicidade, o prazer, a alegria, a inteireza, a espontaneidade, a formulação de vínculos significativos perpassem o processo educativo. Constata-se, ainda, que a incorporação do elemento lúdico na escola requer que se mexa em várias convicções sobre a função da escola, o papel exercido por professores/as e alunos, o que de alguma forma, justifica a resistência desses/as profissionais a um trabalho pautado na ludicidade. Diante dessa resistência, secundariza-se o papel da ludicidade e das atividades lúdicas e, quando esses aspectos se encontram presentes, trazem o caráter de reforço ou avaliação de conteúdos. O fato de a escola pesquisada ser voltada para a formação das crianças das camadas populares também é um aspecto que, a partir das convicções das professoras, limita ou inviabiliza a vivência lúdica nesse espaço educativo. No estudo das crenças de professores, esse trabalho contribui ao acrescentar três características relacionadas às convicções: a inter-relação dos aspectos pessoais e profissionais; o seu caráter de generalização e a sua influência na criação de estereótipos. / Salvador