published_or_final_version / Education / Doctoral / Doctor of Philosophy

Thesis (M.S.)--Oregon State University, 2010. / Printout. Includes bibliographical references (leaves 53-56). Also available on the World Wide Web.

This research examines how cross-modal and within-modal matching differ. Three broad classes of difference are considered, that crossmodal matching requires (a) "translation" between modality-specific stores or (b) "transformation" of information when different information is available through each modality or (c) transformation, whatever the information available through each modality, owing to differences in encoding strategy. Visual-kinaesthetic matching of the end-point of lever movements has been investigated. It is argued that adult cross-modal performance depends on information and strategy, not directly on modality. Results with children have been less clear, experiments were therefore undertaken, with subjects aged 6-9 years. The hypothesis was that childrens' performance also would be determined by available information, and strategy. With information differences eliminated, modality conditions did not differ in within-subject variability, with up to 20 second unfilled retention intervals. With visual information enhanced by background cues and emphasis of the body midline, visual matching was superior to kinaesthetic, and within-modal was superior to cross-modal matching. These differences disappeared with practice, together with coding relative to the midline in the cross-modal conditions. Midline-relative coding was the norm with the midline emphasised, and without background cues. With or without variability differences, VV did not differ from KK in bias, but KV resulted in greater overshooting, VK greater undershooting. The most likely explanation is resistance to movement when perception is kinaesthetic, causing overestimation of distance moved. Consideration of the information normally available to subjects, generated the hypothesis that temporal and spatial parameters should interact more with kinaesthetic than with visual perception. This was supported, since movement velocity biased only kinaesthetic judgements. It is concluded that matching performance depends on the information encoded and used as the basis of matching, which depends on strategy; strategy depends on information (a) available during stimulus presentation, (b) normally available in each modality, (c) which it is anticipated will be available during response.

Thesis (Ph. D.)--University of Massachusetts Amherst, 2009. / Open access. Includes bibliographical references (p. 99-103). Print copy also available.

Thesis (Ed. D.)--Illinois State University, 1972. / Title from title page screen, viewed Sept. 27, 2004. Dissertation Committee: Max R. Rennels (chair), Richard A. Salome, Ronald Halinski, Macon L. Williams, Fred V. Mills. Includes bibliographical references (leaves 75-79). Also available in print.

Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 2007. / Title from first page of PDF file (viewed May 30, 2007). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 116-127).

The purpose of this research was to investigate hypothesized relations of visuospatial and logical reasoning skills, and span of short-term memory to achievement in geometry. In addition, major subfactors of visuospatial ability (visualization, speeded rotations, spatial orientation, and disembedding) were assessed to determine which were significant predictors of geometry achievement. Vernon's (1965) model of intelligence and Baddeley's model of working memory provided the theoretical framework for these hypotheses. Subjects (N = 110) were students in seven sophomore level geometry classes in two schools in southwest Virginia. Cognitive measures of speeded rotations, visualization, spatial orientation, disembedding, Gestalt closure, logical reasoning, and short-term memory span were administered. Two measures of geometry achievement were used: The standardized New York Regents Geometry Exam, and z-transformations of the classroom final grade. A model of geometry achievement is proposed and major predictions of the model were supported. within this sample, regression analysis showed the measures of visualization, logical reasoning, and short-term memory predicted achievement on the New York Regents Geometry Exam. Separate regression analyses for each gender revealed visualization predicted geometry achievement for the girls, while logical reasoning and short-term memory span predicted geometry achievement for the boys. Gender differences favoring boys were found on measures of speeded rotations, spatial orientation, and Gestalt closure. Girls had significantly higher scores on the measure of short-term memory span and the classroom measure of geometry achievement. / Master of Science

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Visual-spatial skills deficits are one of the primary neuropsychological deficits among children with Nonverbal Learning Disability (NVLD; Rourke, 1989) and Asperger's Syndrome (AS; Ellis, & Gunter, 1999; Klin, Volkmar, Sparrow, Cicchetti, & Rourke, 1995). In addition to affecting written tasks, visual-spatial deficits also have implications for the social functioning of children. Children who are not able to accurately process visual-spatial information will have difficulty processing the visual, nonverbal cues present in social situations including facial expressions, hand movements, and body posture (Nowicki & Duke, 1992). These social perception deficits make social interactions difficult for these children. As a result of their social differences, they are likely to get negative reactions from others, have social skills deficits (Petti, Voelker, Shore, and Hayman-Abello, 2003), and have much difficulty fitting in with same-aged peers. These social skills deficits will likely lead to internalized adjustment problems in which these children feel isolated, withdrawn, and depressed around their peers. This sequence of events, visual-spatial deficits, followed by social perception deficits, followed by social skills deficits, which ultimately lead to internalized emotional problems, is implied, but not empirically proven, in a study by Petti and colleagues (2003). In addition to experiencing greater socioemotional problems than other LD subtypes, visual-spatial and social deficits of children with NVLD have been shown to worsen with age (Casey, Rourke and Picard, 1991). This dissertation study investigated the relation between these four constructs (i.e., visual-spatial skills, social perception, social skills, and internalized emotional functioning). It was hypothesized that social perception and social skills mediate the relationship between visual-spatial skills and internalized emotional functioning. In addition, these deficits were expected to increase as these children get older. As NVLD and AS are commonly co-morbid with Attention Deficit/Hyperactivity DisorderPredominantly Inattentive Type (ADHD: PI; Gross-Tsur & Shalev, 1995; Voeller, 1996), this diagnostic group was compared to children diagnosed with ADHD: PI. An additional aim of this study was to differentiate the classification of Learning Disability (LD) by demonstrating the socioemotional functioning differences between individuals with NVLD/ADHD: PI and their counterparts -- individuals with a Verbal Learning Disability (VLD/ADHD: PI). Seventy-one children, ranging in age from 8-14 participated in the study and were assigned to one of three groups (e.g., NVLD/AS with ADHD: PI, VLD with ADHD: PI, or ADHD: PI) based on pre-determined criteria. The NVLD/AS group, as expected, showed impairments in all areas (i.e., visual-spatial skills, social perception, social skills, and internalized socioemotional functioning) and significantly differed from one or both of the other groups on each of the four domains. Support was not found for the age effects for the NVLD/AS group. That is, visual-spatial and internalized socioemotional scores did not worsen with increasing age as expected. Also, visual-spatial skills were not significantly related to internalizing socioemotional functioning, and the hypothesized mediation variables were not statistically significant. The current study contributes to the understanding of individuals with NVLD, an under-studied population. The proposed visual-spatial skills deficits and social perception deficits in Rourke's (1989) theoretical model were supported. This study also offers some insight into the internalizing socioemotional functioning of children with NVLD. It clarifies the heterogeneity of socioemotional functioning among LD children, suggesting that it is children with the LD subtype, namely NVLD, who are at greater risk for social problems. / text