The intent of this thesis is to explore whether an existing spatial schema assists with learning a similar environment to the existing schema. Spatially experienced and non-experienced participants of Magic Kingdom Park learned a similar park, Disneyland Park, using a virtual environment. Participants learned the virtual environment either passively or actively. Spatially experienced participants outperformed the non-experienced participants on survey and route knowledge assessments, despite of the training method used in the virtual environment. The results suggest that the existing schema for a similar place transfers to the new environment regardless of passive or active training.

Establishing relationships between a learner's prior knowledge and any new concepts he or she will be expected to learn is an important instructional activity. Learning objects are often devoid of such activities in an attempt to maintain their conciseness and reusability in a variety of instructional contexts. The purpose of this study was to examine the efficacy of using questioning as a prior knowledge activation strategy in learning objects. Previous research on the use prior knowledge activation strategies supports their effectiveness in helping to improve learner retention. Approaches such as questioning, advance organizers, and group discussions are examples of techniques used in previous studies. Participants enrolled in a Navy engineering curriculum were randomly assigned to two groups (experimental and comparison). The experimental group was exposed to a prior knowledge activation component at the start of session I, while the comparison group received no treatment. Participants in both groups were tested at three different times during the course of the study- the pretest, at the start of session 1, posttest I, at the conclusion of session1, and posttest II, during session 2. The findings indicate that the prior knowledge activation strategy did not result in statistically significant differences between the levels of retention gained by the experimental and comparison groups. Due to administrative constraints experienced during the course of the study, statistical power was not achieved due to an insufficiently sized sample. Potential limitations and implications for future research directions are described.

Black mothers socialize their daughters to embody the strong Black woman (SBW) schema to help them navigate gendered racist oppression. While research indicates that ascribing to the SBW schema offers Black women psychosocial benefits (e.g., increased self-esteem), identifying with the SBW schema has been linked to several negative psychological outcomes (e.g., anxiety, depression, and stress). Considering the evidenced negative implications associated with identifying with the SBW schema on Black women's mental health, the current study had three aims: (1) investigate the socialization messages Black women received about strong Black womanhood, (2) explore the extent to which they identified with these messages, and (3) assess the implications of this socialization on Black women's functioning. To address these aims researchers conducted semi-structured interviews with 11 Black college women (Mage = 20.09; SD = 1.04). For this manuscript, we extracted data pertaining to aim one and analyzed this data using a consensual qualitative research (CQR) data approach. Findings revealed messages Black women were given about strong Black womanhood (i.e., know your worth, depend on yourself, overcome societal barriers, little to no messages about strong Black womanhood, and additional responses) and illuminated behaviors mothers modeled that exemplified strength (i.e., self-sufficient, preserving, caretaking, and additional responses). Findings derived from this study have the potential to inform clinical intervention with Black women and, more specifically, provide insight as to how clinicians may work with Black women to mitigate the impact of the SBW schema on their mental health.

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The present study explored the relationship between God schema and work place perceptions, specifically perceptions of equal opportunity (EO) climate and indicators of organizational effectiveness (OE). The first aim of this research was to investigate the impact of God schema (i.e., God schema patterns) on EO climate (i.e., collective EO climate patterns). The second aim of this research was to explore the impact of God schema, race, gender, and EO climate on indicators of organizational effectiveness, such as job satisfaction, organizational commitment, perceived work-group cohesion, and perceived work-group effectiveness. The final aim of this study was to examine the impact of group heterogeneity in terms of God schema, race, and gender, on group perceptual agreement. Data was collected and analyzed from 1,622 United States Navy personnel who completed the DEOMI Equal Opportunity Climate Survey (DEOCS) and attached God schema research module. Using a pattern approach (i.e., cluster analysis and configural frequency analysis), the results provided clear support for a relationship between God schema and perceptions of EO climate and OE. The findings suggested the influence of God schema was expressed differently depending on an individual's race/gender identity. Lastly, the results provided support for the predictive power of God schema (i.e., God schema heterogeneity within a unit) on unit-level agreement. Taken as a whole, these findings highlighted a dynamic relationship between God schema and perceptions of EO climate and related indicators of OE. The research findings affirmed individuals’ conceptions of God are powerful cognitive schema. In addition, the research findings illustrated individuals’ conceptions of God and variations among these conceptions are measurable, and can be investigated in an objective and scientific manner. Above all, the findings supported a meaningful relationship between God schema and work-place perceptions. / Ph. D.

The object of production has been described as “to produce a required quality by the best and cheapest method at the required time.” In order to accomplish this aim, the use of scientific methods has become so common and extensive a practice in industry that it is now considered the basis of modern industrial development. Many developments have been made in the several fields to which this principle has been applied, among which is motion and time study. At first, time study, originated by Frederick W. Taylor, the father of scientific management, and motion study, developed by Frank B. and Lillian M. Gilbreth, each more or less made separate and independent progress- time study being used mainly for determining time standards, while motion study was used for improving methods. However, it has gradually been realized that motion study and time study not only supplement each other, but are actually inseparable; and it is becoming common practice to combine the two together as Motion and Time study, or as it is sometimes called, Methods Engineering. / Master of Science

The purpose of this study is to investigate the variables which are inherent in those reaches and moves accompanied by body bend and body rotation about hips and ankles. The variables, and the interactions between variables, are investigated and conclusions are given as to which variables would affect a time-standard classification. / M.S.