Thesis (Ph. D.)--University of Wisconsin, 1967. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 132-139).

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 102-104).

M.Ed. / The purpose of this study was to explore whether the development of exceptional creativity could be linked to transformative learning. Although the theory of transformative learning, as defined by Mezirow in 1978 from his study of women returning to college, has stimulated much discussion in the field of adult education, a review of the literature on transformative learning and the study of creativity revealed no descriptions of transformative learning linked to the development of creativity in an adult. Mezirow claims that our experiences do not have meanings in themselves, but that we bring to our experiences an accumulation of past experiences, knowledge and learning. The meanings we make out of our experiences are thus socially constructed and context-dependant. This study explored whether the "meaning-making" of experience, and the way in which it is construed, validated and reformulated, could be linked to the development of exceptional creativity. A qualitative design was used utilizing an interpretive case study as research format. The case, an African designer was selected purposefully on the basis of two criteria: she is· exceptionally creative and her life has been characterized by major transitions. A series of in-depth interviews were conducted with the case as the method of data collection. The interviews focused on the case's life-story, and aimed at establishing whether her life-story could be linked to phases of "meaning becoming clarified," and whether transformative learning may have occurred in her creative development. The data was analysed using the constant comparative method of data collection. A main finding emerged from the data. The phases of transformation were set off by more than one disorienting dilemma which had its roots in the changing sociopolitical context of South Africa. As speculated, the development trajectory of the case's creativity can be linked to transformative learning. From the data it is evident that the development of exceptional creativity is intertwined with the phases of transformative learning and that both processes share numerous commonalities, compati~ilities and blurred boundaries. Although it must be kept in mind that this investigation was based on a single case, the study indeed demonstrated that there is a relationship between transfonnative learning and the development trajectory of exceptional creativity in an adult. Furthermore, if creativity is to be viewed as a multidimensional construct, and creative accomplishment as representing the interaction or confluence among these dimensions, then the development of exceptional creativity in this particular case can be seen as an expression of transfonnative learning. The finding not only provides a description of the development of exceptional creativity linked to transfonnative learning, but also reveals the significance of transfonnative learning as a process for the study of creativity in which creativity can be seen as an expression of the transfonnative learning process.

M.Ed. / This thesis reports on an action research project carried out in a Private Higher Education Institution and relates to the contribution of theories of multiple intelligences to the promotion of deep learning through the assessment of learning. It is argued that theories of multiple intelligences, while having been widely applied to teaching, have not been meaningfully applied to the assessment of learning or to the promotion of deep learning. Therefore, the problem for research was that insufficient consideration has been given to the possible contribution of theories of multiple intelligences to the promotion of deep learning through the assessment of learning, and that there is a gap in the application of those theories to the assessment of learning. Consequently, the purpose of the research was to examine the potential contribution of theories of multiple intelligences to the promotion of deep learning through the assessment of learning. The first aim of the research was to consider the assessment of learning and to demonstrate how deep learning may be promoted through assessment. Secondly, the research explored the potential contribution of theories of multiple intelligences to the assessment of learning; while the third aim considered the demands of deep learning and theories of multiple intelligences in relation to assessment. The fourth aim was to propose a theoretical framework for assessment for the promotion of deep learning in the context of theories of multiple intelligences; while the fifth aimed to derive related principles. The final aim was to apply the derived principles practically to a course of study. The theoretical framework for the research was built on a study of the literature relating to the assessment of learning, deep learning and theories of multiple intelligences. As the researcher was a practitioner, developing educational practice, a practitioner action research design was utilized, enabling the location of the research within a specific educational context and allowing for the development of a specific response to the research problem. Practitioner action research was particularly advantageous because it allowed for the improvement of practice, as v well as the generation of new knowledge with respect to the assessment of learning, deep learning and theories of multiple intelligences. Drawing the study of the literature and the empirical research together, the research findings were that theories of multiple intelligences have a contribution to make to the assessment of learning; learners were aware of and appreciated the variety available in assessment items; learners need clear guidance with respect to technical requirements for assessment options; theories of multiple intelligences make a positive contribution to the construction of assessment items that promote deep learning; and assessment that is shaped by multiple intelligences contributes to the promotion of deep learning in certain learners. The scholarly contribution of this study lies in that it has developed the application of theories of multiple intelligences to the assessment of learning in a manner that contributes to improved practice with respect to the assessment of learning in general and specifically to the promotion of deep learning through the assessment of learning, with application to both the higher education sector in particular and all education in general.

This study compared learning strategies in an effort to determine which strategy would be most beneficial to transfer of learning. A number of approaches were suggested in the related literature for maximizing learning, one of which was to use "learning how to learn," also known by the term content general learning strategy. This study hypothesized that the use of content general learning strategies would produce more transfer of learning across both related and less related tasks than content specific learning strategies. Both learning strategies were combined with either a visual and semantic method of encoding or a semantic only method of encoding. A factorial analysis of covariance (ANCOVA) which combines regression analysis with analysis of variance tested the null hypothesis that the adjusted population means were equal for the covariate of the pretest and the dependent variable of the posttest. Analysis procedures of the ANCOVA on data results reflect that for related and less related tasks, content general with visual and semantic encoding outperformed all other methods tested. The results indicate that a general learning strategy (learning how to learn) is more productive for learning achievement in situations where transfer of learning is desired.

Following the availability of antiretrovirals (ARVs) for the treatment of HIV in the public sector from 2004 to 2008, thousands of multidisciplinary health care workers were trained by RHRU on HIV care and ARVs on behalf of the South African Department of Health. To ascertain if, and to what extent, transfer of learning had occurred, a case study approach was used involving a sample of seventy alumni. Data was collected via questionnaire, interview and observation tools. Data collected suggests that transfer of learning took place at some level for most alumni but was weakest with non clinical staff in ARV sites and ward based staff, many of whom did not feel that they treated HIV patients. The study concludes that the ‘one size fits all’ approach preferred by the Department of Health did not support effective transfer of learning for all alumni mainly due to the subsequent inappropriate training design for many participants and the impact of this on motivation and connection to a less enabling transfer climate. To optimize the possibility of transfer, therefore, HIV training should be specifically designed for the learning needs of each cadre of health care worker with clear expected changes to practice for participants, linked to supporting transfer environments post training.

The importance of physical motion in simulators for pilot training is strongly debated. The present experiment isolated different types of motion, a potentially important variable contributing to the controversy. Participants used a joystick to perform a target tracking task in a motion simulator built using a MOOG Stewart platform. Five training conditions compared training without motion (as one would train in a stationary simulator), with correlated motion, with disturbance motion, with disturbance motion isolated to the visual display, and with both correlated and disturbance motion. The test condition involved the full motion model with both correlated and disturbance motion. We analyzed speed and accuracy across training and test as well as strategic differences in joystick control. We found that training with disturbance provided better transfer to test conditions that included disturbance motion for accuracy, but not speed, and that training with disturbance motion produced different joystick control strategies compared to training without disturbance. / Thesis / Master of Science (MSc)

<p> Two experiments are reported that examine motor overflow in Down syndrome and nonretarded persons. The two main purposes of the experiments were to determine the utility of motor overflow as a diagnostic tool and the relationship between motor overflow and transfer of training. In Experiment 1, nonretarded children and adults performed a unimanual finger-sequencing task. It was found that motor overflow follows a developmental course. As well, a positive relationship was found between motor overflow and intermanual transfer of training, and children were able to reduce their ipsilateral motor overflow with training. These results indicate that caution should be taken in diagnosing central nervous system dysfunction of a structural nature using motor overflow. In Experiment 2, similar procedures were used to examine younger children and Down syndrome adults. It was found that with conscious effort, even the children could reduce their motor overflow. A positive relationship between transfer of training and motor overflow was also evidenced in Down syndrome subjects. As well, there was greater transfer of training from the left hand to the right hand than the reverse, in both Down syndrome adults and young, nonretarded children. These findings are discussed in reference to factors affecting the appearance of motor overflow and what can be learned about cerebral specialization in nonretarded and special populations.</p> / Thesis / Master of Science (MSc)

The purpose of this study was to explore what effect manager involvement in the delivery of training has on employee learning (transfer of learning) and on student behavior after training (transfer of training). Study participants were randomly assigned to the experimental and control groups and a customer service training program was delivered with and without manager involvement. Quantitative and qualitative data were collected immediately after training using a retrospective pretest-then/posttest-now instrument developed to measure the participants' perceived transfer of learning. Quantitative and qualitative data were collected approximately 4 weeks after training also using a retrospective pretest-then/posttest-now instrument developed to measure the participants' perceived transfer of training. Quality assurance data generated by the organization for the first full month after the training program was completed were collected to measure the actual transfer of training. A 13-item version of the Marlowe-Crowne Social Desirability Scale (MC-C) was included with the perceived transfer of training survey to measure the potential for self-perception bias with the perceived transfer of learning and the perceived transfer of training data. ANOVA results for the perceived transfer of learning and perceived transfer of training data indicated that there were no statistically significant differences between the experimental and control groups. ANOVA results for the actual transfer of training data mirrored the results found for the perceived transfer of training. The possibility of self-perception bias in using the retrospective pretest-then/posttest-now instruments was recognized as a study concern with MC-C data indicating a much higher level of social desirability with the sample population than with reported non-forensic norms. A slight positive influence on the transfer of learning and on the transfer of training was found when a participant's direct manager was involved in the delivery of training.

In a quasi-experimental field study, two posttraining interventions composed of relapse prevention (RP) strategies were compared and tested for the effects on participant transfer outcomes. Participant retention of training content, skill maintenance, use of relapse prevention strategies, and self-efficacy served as the dependent variables. Self-efficacy was also tested as a mediator between the experimental treatment levels and both participant skill maintenance and participant use of RP strategies. Participants (n = 39) included managers, directors, and supervisors from various departments within a multi-national telecommunications organization located in a large southern city. After participating in a four-hour leadership development training, two of the three groups participated in a 30-40 minute training where they received one of two RP interventions. One intervention included the steps of (1) identifying potential obstacles to positive training transfer, (2) predicting the first lapse to pretraining behavior, and (3) applying relevant coping strategies to thwart a lapse. The alternative RP intervention included the same steps in addition to a goal setting step. Descriminant descriptive analysis was used to test for group differences across the response variables and to identify on which variables the groups differed. Three separate regression equations were used to test for the mediating relationship of self-efficacy between the RP treatment levels and participant skill maintenance and participant use of RP strategies. Results indicated minimal, but non-statistically significant results between treatment levels and each of the response variables. Self-efficacy was not found to mediate the relationship between RP treatment level and participant skill maintenance or participant use of RP strategies, but did function as a strong predictor of both variables. Suggestions for future research include using additional motivational and efficacy variables to better explore group differences and including efficacy-inducing methods both in training design and as part of a transfer intervention to enhance training transfer. Further, specific suggestions concerning conceptual and psychometric refinement of the RP construct are discussed.