Li, Shiqi. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (p. 21-22). / Abstracts in English and Chinese. / Abstract --- p.i / Abstract in Chinese --- p.ii / Acknowledgements --- p.iii / Tables of Contents --- p.iv / List of Figures --- p.v / Chapter Chapter 1: --- Introduction --- p.1 / The Nature of Shape: Spatial or Featural --- p.1 / Object Short-Term Memory vs. Spatial Short-Term Memory --- p.4 / The Present Study --- p.5 / Chapter Chapter 2: --- General Method --- p.9 / Participants --- p.9 / Stimuli --- p.9 / Procedure --- p.10 / Chapter Chapter 3: --- Experiment 1 Colors vs. Dot Patterns --- p.14 / Results and Discussion --- p.14 / Chapter Chapter 4: --- Experiments 2 & 3 Ellipses vs. Dot Patterns/Colors --- p.16 / Results and Discussion --- p.16 / Chapter Chapter 5: --- General Discussion --- p.18 / "Treatment of ""Shape"" in Previous Studies" --- p.18 / Structural Description in Object Recognition --- p.19 / References --- p.21

Memory is an essential component for learning. Deficits in verbal short-term memory (STM) and working memory (WM) are thought to hinder language learning, reading acquisition, and academic achievement. The Children’s Memory Scale (CMS) is an assessment instrument used to identify memory and learning deficits and strengths in children ages five through 16. This study investigated the impact of culture and parent educational level (PEL) on student performance on the Children’s Memory Scale using the CMS standardization data. The major question addressed was: Will CMS subtest performance differ significantly between ethnic groups or as a function of PEL? The results of this study support a relationship between STM and WM performance and culture. Culture as defined by ethnicity minimally impacted student subtest performance on the CMS when PEL was taken into account. In contrast, PEL was significantly associated with student subtest performance within each ethnic group. Student subtest performance improved with each increase in PEL regardless of ethnicity. CMS subtest performance of Hispanic and African American students was most affected by PEL; however, no difference occurred in subtest performance by ethnicity or as a function of PEL for African American and Hispanic students on the Family Pictures subtest which examines visual and auditory memory processes through recall of everyday life tasks in meaningful context. Although statistical significance was found between CMS subtest performance and cultural factors, the effect sizes were mainly in the small range and variance was not specific to any one subtest. Larger effect sizes were found on verbal subtests which in previous studies have been found to be most impacted by quality of schooling and lower PELs. Mean score differences did not exceed one standard deviation with the exception of one subtest. The results of this study provide a better understanding of the effect of culture and PEL on memory and learning.

Thesis (M.S.)--State University of New York at Binghamton, Department of Psychology, 2007. / Includes bibliographical references (leaves 38-49).

Thesis (Ph. D.)--University of Oregon, 2001. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 116-127). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph.D)--Psychology, Georgia Institute of Technology, 2009. / Committee Chair: Engle, Randall; Committee Member: Corballis, Paul; Committee Member: Schumacher, Eric; Committee Member: Spieler, Daniel; Committee Member: Washburn, David. Part of the SMARTech Electronic Thesis and Dissertation Collection.

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The purpose of this study was to investigate the effects of two imaginal methods on a short-term memory task. A previously unresearched technique, Personalistic (P) mental imagery was combined with Interactive (I) imagery to form Personal-Interactive (P-I) mental imagery. Subjects in the P-I group were instructed to visualize themselves personally involved in an interactive scene of three given nouns. The effects of this group were compared to the effects of I imagery on a short-term memory task requiring free recall of 22 noun triads. A t test analysis found no significant difference between the I and P-I groups on total number of words correctly recalled and total number of failures to generate an image. It was concluded that the added dimension of P to I imagery did not produce greater recall than I imagery independently. It was recommended that P mental imagery be tested independently on a recall task of one word or item as opposed to two or more.

Thesis (Ph.D.)--University of Wollongong, 2003. / Typescript. Bibliographical references: leaf 285-306.