Thesis (doctoral)--Lund University, 1997. / Added t.p. with thesis statement inserted.

Thesis (doctoral)--Lund University, 1997. / Added t.p. with thesis statement inserted.

Thesis (Ph. D.)--University of Hawaii at Manoa, 2004. / Includes bibliographical references (leaves 125-134).

The purpose of this study was to determine the differences, if any, between junior high school and senior high school industrial arts teachers in the seven areas of temperament measured by the Thurstone Temperament Schedule.

Thesis (Ph. D.)--University of Oregon, 2004. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 190-202). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (M.S. in Psychology)--Washington State University. / Includes bibliographical references.

Thesis (Ph.D.) -- University of Rhode Island, 2007 / Typescript. Includes bibliographical references (leaves 266-279).

No description available.

This study proposes a primarily esthesic, listener-oriented approach to discussing music that is "out of tune" or discordant. The paper is divided into two main sections: in part one I work to define discordance as a type of qualia experienced when a hypothetical listener perceives something as "out of tune." I then present a classification scheme for categorizing different varieties of discordance qualia, based on the perceived intentionality behind discordant events. This system details three primary categories of discordance: 1) incidental, whereby discordance is introduced via a performer's mistake or oversight; 2) expressive, which includes discordances introduced intentionally by a performer; and 3) structural, whereby the discordance is systemic, resulting from factors outside the control of any individual performer. In part two, I present an analytic essay on a movement from Easley Blackwood's 1980 Twelve Microtonal Etudes, a work that invokes structural discordance qualia in listeners enculturated in twelve-tone equal temperament. This analysis explores Blackwood's attempt to mimic functional tonal syntax in nineteen-tone equal temperament, and describes the impact of the structural discordance qualia on familiar varieties of tonal ambiguity. / text

The purpose of this study was to incorporate attachment theory and psychopathy into a transactional model to explain the development of disruptive behavior disorders in children. The model tested in this study proposed two broad pathways leading to the development of disruptive behavior disorders. Each pathway was characterized by an atrisk child temperament, negative reactivity and psychopathy, which when embedded in an at-risk environment, would result in conduct problems. Hyperactivity and negative life events were hypothesized to be broad band risk factors for both pathways. The first pathway, characterized by callous-unemotional traits (CU), was hypothesized to be positively associated with thrill seeking behavior and proactive aggression in the child, and insecure attachment in the caregiver. A second pathway, characterized by child negative reactivity, was hypothesized to be positively associated with reactive aggression in the child and disorganized attachment in the caregiver. Data was collected from 48 low income caregiver/child dyads. Children were between the ages of 6 and 12 (mean age=9.3, SD=1.85), and received services from a state mental health clinic. A series of hierarchical regression analyses were performed to evaluate the relationship between the predictor variables and conduct problems. A primary finding was an extremely strong positive correlation between CU traits and conduct problems. Also, several distinct differences were found between groups of children low and high on CU traits. For those children low on CU traits, thrill seeking behaviors were positively associated with conduct problems, while negative life events, attachment insecurity, and attachment disorganization were all negatively associated with conduct problems. For the children high on CU traits, thrill seeking and attachment insecurity had no meaningful impact on conduct problems, while negative life events and attachment disorganization were positively associated with conduct problems. Hyperactivity, proactive aggression, reactive aggression, and negative reactivity were all broad risk factors for conduct problems in this study. The findings of this study suggest that several developmental pathways do exist for children who develop conduct problems, and that future research should utilize developmental models that include a number of broad risk factors, as well as factors that may be specific to certain developmental pathways.