Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 78-91). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 78-91). Also available on the Internet.

Thesis (doctoral)--Göteborgs universitet, 1996. / Extra t.p. with thesis statement and English abstract inserted. Includes bibliographical references (p. 191-203).

Thesis (Ph. D.)--University of North Carolina at Greensboro, 2006. / Title from PDF title page screen. Advisor: Susan D. Calkins; submitted to the Dept. of Psychology. Includes bibliographical references (p. 69-83).

Thesis (B.Sc)--University of Hong Kong, 2001. / "A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 4, 2001." Also available in print.

Thesis (M.A.)--University of North Carolina at Greensboro, 2007. / Title from PDF title page screen. Advisor: Susan P. Keane; submitted to the Dept. of Psychology. Includes bibliographical references (p. 32-39).

Thesis (M.S.)--University of North Carolina at Greensboro, 2007. / Title from PDF title page screen. Advisor: Esther M. Leerkes; submitted to the School of Human Environmental Sciences. Includes bibliographical references (p. 49-58).

M.Ed. / "Change" is a concept that our society is daily confronted by. These changes bring new demands for both parents and child in education. It is therefore necessary that adaptation be made to the traditional educational practices in order to meet the current demands. Research by Gottman (1997:30) has found that a strong emotional bond between parent and child is an answer for the current demands. This study looks at the changes that have taken place in our society in the last couple of years. The effect of the changing society on Afrikaans toddler parents' parenting style and what is needed to equip toddlers better in the future, is investigated. Against this background the following research questions are asked: What is the influence of the changing society on Afrikaans toddler parents' parenting style? - Which parent styles do Afrikaans toddler parents currently makes use of? What role does "emotion coaching" play in Afrikaans toddler parents' parenting style? A literature study was carried out to portray the main changes that society is confronted by. Attention was given to the characteristics of the toddler period. The concept of emotional intelligence was discussed and different parenting styles were looked at. Special emphasis was placed on Gottman's parenting styles, which mainly has bearing on the way a parent deals with their child's emotions. This is a qualitative, therefore exploratory and descriptive study which aims to give insight into the parenting style of modern Afrikaans' toddler parents in an urban context. Data was collected by making use of a literature study, focus group interviews and by selfevaluation questionnaires. The gathered data was arranged by using an inductive and descriptive method of analyzing the data.

Researchers across domains of behavior analysis agree that complexities of language acquisition can be defined by the degree to which an individual acquires language relations in the absence of direct training. In a series of studies, I examined the role of voluntary echoic responses on the onset of bidirectional naming (BiN) and the implications of the naming continuum, defined by accuracy of listener and speaker responses for familiar stimuli, on the emergence of untrained, language relations. Using a group descriptive analysis, I tested the correlations between storybook naming experiences and accuracy of listener (selection) and speaker (tact) responses across 24 toddlers, aged 20- to 37-months-old. During the naming experience, I measured voluntary production of the target stimulus (saying the target word). During the naming probe, I measured accuracy of untaught listener and speaker responses. While there were not significant associations between voluntarily saying the target stimulus and the accuracy of listener/speaker responses and voluntary responses remained low across 3 naming experiences, there were significant associations among accuracy of listener/speaker responses across the 3 experiences. Listener responses significantly increased across the three experiences, suggesting the emergence of unidirectional naming (UniN); however, speaker responses remained low. In Experiment II, I tested the effects of echoic clarity (phonemic responses that each participant demonstrated) on accuracy of untaught listener/speaker responses using storybook naming experiences. Data remained consistent in suggesting that UniN was present, but echoic clarity was not functionally related to measures of BiN. In Experiment III, I tested the effects of temporal proximity of visual and auditory stimuli on voluntary echoics and accuracy of listener/speaker responses using Successive Naming Experiences with Novel Stimuli (SNENS). This consisted of presenting auditory and visual stimuli simultaneously or with a one-second delay between the visual and auditory stimuli. Data remained consistent across participants in showing that the accuracy of listener/speaker responses was not dramatically affected by temporal proximity of visual and auditory stimuli. Serendipitous findings of this experiment suggested that the joining of listener and speaker responses may be required for acquisition of more complex derived relations. I conducted Experiment IV to address the unanticipated findings of the pilot study, by testing if a functional relation exists between the naming continuum and the emergence of other arbitrarily applicable derived relations (AAR). Four of the 6 participants demonstrated mastery of mutual and combinatorial entailment relations following increased degrees of BiN, while 2 of the participants demonstrated increases in combinatorial entailment relations. Results suggested a functional relation exists between the accuracy of untaught listener/speaker responses for word-object relations and the emergence of other AAR. I discuss these findings with regards to the essential stimulus control for untaught language relations as a history of reinforcement for correspondence.

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