Thesis (Ph. D.)--University of Michigan, 1924. / Thesis note on label mounted on t.p. Bibliography: p. 67-71.

No description available.

No description available.

Research has shown that aggressive children demonstrate a bias toward attributing hostility to peers in unwarranted circumstances. This bias has been found to be associated with speed of responding and recall of hostile cues. This study aimed to develop a scale to investigate the role of similar cognitive biases in the decisionmaking processes of adult psychopaths. The development of the scale to measure the decision-making processes involved in adults when dealing with ambiguous situations is described, and normative data provided for 56 normal adults. The role of recall of hostile information in the decision-making process is examined, as are the effects of the amount of information used to make a decision. The results show the presence of similar biases to those found in children, namely - those individuals who encode and thus recall more hostile information tend to interpret ambiguous situations in a more hostile manner and make more unwarranted hostile decisions, especially when they make their decisions quickly and based on little information. Although in adults it seems this process is not related specifically to hostile individuals, when high levels of hostility are combined with quick responding this leads to these individuals making the most unwarranted hostile decisions of all. It is also shown that slowing down the decision-making process and instructing individuals to attend to all available information before making a decision results in marked improvements in accuracy of decisions made and reduces the number of unwarranted hostile decisions made. The results are discussed in relation to Dodge's (1986) social information processing model, and implications for treatment are highlighted.

Oregon’s Kindergarten Assessment (KA) is mandatory for all incoming Oregon kindergarteners starting in the 2013-14 school year. One component of Oregon’s KA is the Child Behavioral Rating Scale (CBRS), which Oregon has adapted into the Approaches to Learning Assessment. Teachers complete the CBRS during the first four to six weeks of school. This study uses a convenience sample of 731 kindergarten students (across two years) from one district in Oregon to analyze behavioral readiness (self-regulation and social-emotional behaviors) as well as easyCBM indicators of academic readiness. The CBRS is compared with the Child Behavioral Checklist and the Ages and Stages Questionnaire: Social Emotional as criterion measures. Parent and teacher responses to the CBRS are analyzed for comparability, and a Receiver Operating Characteristic curve analysis of the data is used to determine optimal cut points (maximizing sensitivity and specificity) for predicting whether students are at risk compared to the criterion measure cut scores. Demographic variables of gender, English Language Learner status, and Socioeconomic Status, are analyzed as control variables. Pre-post behavior change on the CBRS is document over the kindergarten year, and kindergarten academic benchmark measures is used as a dependent measure. This study explores whether: (a) parent responses differ significantly from teacher responses (internal consistency), (b) a cut score on the CBRS successfully sorts students into categories of "typically developing" or "in need of further assessment," (c) teacher predictions align to the proposed CBRS cut score, (d) academic risk is correlated to the established CBRS cut score, and (e) change in behavior over the course of kindergarten is measured (pre-post) by the CBRS. Results from this research could support identification of students for interventions in both kindergarten and early childhood programs.

Jazz chord-scale theory identifies scales that can be used to embellish a particular type of chord. It has fostered the notion that chords can generate their own local scales. This idea as well as many of the scale types that jazz chord-scale theory identifies are essentially foreign to classical music theory, which instead tends to focus on the scales that represent relatively global key areas--that is, the scales that accommodate entire chord successions. Both the jazz and classical perspectives can coexist, and each can inform and supplement the other. This study explores implications of the jazz chord-scale perspective for classical music and classical music theory. The scalar notes and intervals that embellish a particular chord are referred to as chord-specific scalar material (CSSM). Following the suggestion of jazz chord-scale theory and Ramon Satyendra's chord spaces, each chordal zone can exhibit its own local tonal hierarchy potentially consisting of a local tonic note (usually a chord root), chordal notes and intervals, scalar notes and intervals, and sub-scalar notes and intervals. Focusing particularly on the scalar level of these chord-specific tonal hierarchies, CSSM is a relatively foreground phenomenon that can be understood against the backdrop of a deeper, uninterrupted scalar space that is associated with the key of the passage at hand. A chord succession can occupy the deeper scalar space while each chord is embellished with CSSM suggestive of potentially different local scalar spaces. This study considers examples of CSSM spanning the music of Bach through Fauré, and it proposes a classification of four general types of CSSM found in classical repertoire. Each type suggests a different theoretical derivation for examples of CSSM, and each type has its own implications for tonal function (both locally and globally), coherence, and color. The fourth type apparently did not emerge until the Romantic era. Special attention is given to CSSM in the music of Gabriel Fauré, who seemingly developed rather innovative CSSM techniques. Practical benefits of this theoretical approach for today's composers, improvisers, and performers are also considered. Various techniques for generating CSSM are offered, and further scalar possibilities are explored. / 2016-09-29

The Tonnetz is a spatial model of tonal pitch, constructed by placing fifths along the horizontal axis of a coordinate plane and thirds along the vertical axis. This dissertation examines the ways in which different conceptions of interval, including just-intonation ratios, diatonic scalar intervals, and pitch-class intervals, result in different Tonnetz geometries, representing different, and sometimes conflicting, modes of musical perception, and argues for treating conflicts between these often unexamined conceptions of interval as an explicit part of musical analysis. Chapter One considers relationships between a number of Tonnetz spaces, as well as the groups of intervals they model, using harmonic function theory. Chapter Two examines ways in which pitches may project multiple functions in Tonnetz spaces and uses these spaces to model some aspects of the harmonic theory of Jean-Philippe Rameau. Chapter Three considers the ways in which neo-Riemannian transformations, as ways of relating triads and seventh chords to one another, might be associated with changes of harmonic function in different Tonnetz spaces, and culminates in an analysis of Chopin's E Minor Prelude. Chapter Four explores primary triads with chromatically altered roots and fifths and, in this context, analyzes an unusual modulation from A-flat major to E major in Hugo Wolf's song "An den Schlaf." Finally, Chapter Five considers harmonic function in nontriadic music, examining the beginning of the final movement of Bartók's Fourth String Quartet.

Micrometazoans are animals smaller than 2 mm. Their biogeography is poorly understood, and tardigrades provide a tractable phylum for exploring distribution patterns at a variety of scales. Polylepis forest habitat offers considerable advantages for making tardigrade comparisons across a wide range of scales in the Andes. This thesis aims to improve identifications of tardigrades with a character matrix approach, to assess the relative importance of habitat and bryophyte host on tardigrades, to describe the fine-scale spatial structure of tardigrade assemblages, and to estimate the sampling effort required for a reliable estimate of tardigrade diversity within Polylepis forest. Samples of bryophytes and lichens were collected from Polylepis forest and neighbouring habitats, and the tardigrades extracted and identified, mostly to operational taxonomic units. Some new species were discovered during the course of this work; one is described here. Abundance, diversity and composition of tardigrade samples were compared quantitatively. The thesis presents the first example of a character matrix for a tardigrade genus, bringing together information for the genus Isohypsibius from many different sources and describing suites of characters for each species. It will facilitate identification within the genus in future. Tardigrade assemblage data were highly variable within the samples, with empty samples dominating one study. Analysis of one forest site indicated that at least 50 samples would be needed to characterise the tardigrade diversity there. Although both were important, habitat-scale effects were more influential on tardigrade abundance, diversity and composition than host-scale effects. In both cases, microenvironmental and resource filters are the likely mechanisms driving these differences. Based on the results, recommendations are made for expanding such research into broader geographical scales: standardising sample volume, replicate sampling across hosts on the forest floor, recognising the importance of habitat-scale effects when selecting study sites, and the development of character matrices for tardigrade genera.

Universal screening for behavior is the use of a measure of social, emotional or behavioral function across an entire population with a goal of preventing future difficulties by intervening with students identified by the screening protocol. Multiple screening procedures have been used, with most including behavior rating scales in the selection process. The purpose of the present research was to investigate two central questions related to the use of universal screeners for behavior in school settings: first, can scores on universal screeners be used as an outcome measure investigating program based interventions, and second, what evidence of teacher bias exists when an external criterion of behavior is included. The purpose of study one was to determine if differences in teacher-rated behavior could be detected between a sample of students that attended public preschool and a nonattending peer group matched for ethnicity, gender, and a gross measure of socioeconomic status (total n= 138). Results of Study One indicated no significant differences between preschool-attending and nonattending groups (p=.61) or between Hispanic and Caucasian participants. Limitations related to sampling and measurement were discussed. In study two, a best-evidence synthesis of peer-reviewed articles investigating teacher bias in behavior ratings of students was conducted. Strict inclusion criteria were chosen to allow for inferential judgment of teacher accuracy. Results of Study Two found a final total of 25 studies of teacher bias that suggested mixed evidence for bias due to student ethnicity or gender and stronger evidence for bias due to expectancies (disability label), teacher culture, unrelated behaviors (halo effects), and teacher training and experience. Limitations, implications for practice and directions of future research were discussed.

Thesis (doctoral)--Universität zu Köln. / Includes bibliographical references (p. 251-271) and index.