Thesis (M. Soc. Sc.)--University of Hong Kong, 2004.

Inaug.-diss.--Freiburg i. Br. / Lebenslauf. "Verzeichnis der benutzten literatur": p.[iii]-vi.

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 330-340). Available also in a digital version from Dissertation Abstracts.

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Previous research in the field of speech has indicated that critical thinking can be improved through training in discussion, debate, argumentation, and the basic speech class. Critical thinking has also been related to fluency in extemporaneous speaking. The purpose of this study is to test the hypothesis that there is no significant difference between students' grades in Speech 210 and their scores on the Watson-Glaser Critical Thinking Appraisal. Can the Watson-Glaser Test predict the students' grades in a public speaking class? The hypothesis is also treated with respect to sex, class, selected majors, and delayed acceptance and regular students.The study employed seven statistical tests: the Kruskal-Wallis Rank Test of Significance, the Chi Square Test for Two Independent Samples, the Fisher Exact Probability Test, the Median Test, the T Test for Unmatched Pairs, and the Chi Square Test for "Goodness of Fit" with (a) expected values equal and (b) expected values unequal. The teats, programmed on a Monroe 1766 electronic calculator, were applied to the five null hypotheses. The tests indicate significant correlations in two areas: Watson-Glaser raw scores with respect to psychology majors and marketing majors, and Watson-Glaser raw scores with respect to delayed acceptance and selected sample students. No statistically significant correlation was found between Watson-Glaser scores and final grades given in Speech 210 as a whole, class, sex, and selected majors.

This thesis has explored the nature of the relationship between Piaget's concept of conservation and performance on standardized achievement and intelligence tests for Kindergarten, first and second grade Ss. The Pearson product-moment correlations indicated a positive and significant relationship between conservation and achievement at the Kindergarten level. The first grade, which suffered from a lack of variability on the conservation variable, failed to show a significant relationship between conservation and any other variables. The second grade correlations indicated a positive and significant relationship between conservation and both IQ and mathematics achievement. Partial and multiple correlations also indicated that conservation had a positive and significant relationship with mathematics achievement.