Thesis (Ph. D.)--Florida State University, 2004. / Advisor: Dr. Jon S. Bailey, Florida State University, College of Arts and Sciences, Dept. of Psychology. Title and description from dissertation home page (viewed June 16, 2004). Includes bibliographical references.

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This thesis has explored the relationship between egocentric speech and conceptual tempo, and the influence of age, sex, and I.Q. on these variables. Egocentric speech was defined as the individual’s ability to recognize and provide verbal communication which was adequate for over-coming the informational deficiencies of his listeners, and was measured on a referential communication task. Conceptual tempo was defined as the reflective or impulsive cognitive mode of the individual, and was measured by a visual recognition task. It was hypothesized that the variance of referential communication would be influenced by conceptual tempo, with impulsive children being more egocentric. It was also predicted that increased age and I.Q. would decrease egocentric speech.The data was analyzed by multiple regression, and the relationship between conceptual tempo and referential communication was not significant. Age was found to significantly influence egocentric speech with old subjects exhibiting less than young subjects. I.Q. and sex were not found to significantly influence egocentric speech.

The purpose of this study was to investigate some techniques for reporting student-teacher verbal interaction in selected junior high school general music classes. Specific reporting devices which were compared are: (1) Flanders' System of Verbal Interaction Analysis, (2) a Q-Sort System, and a (3) descriptive analysis. Four general music teachers were observed in their classes by the writer, and twenty Ball State general music methods students.The data collected implies that the Flanders Concept of Interaction Analysis can be adapted to other methods for reporting observations. Specifically, the data shows that the Q-Sort method and Descriptive Analysis method can be used successfully to report pupil-teacher verbal interaction. Although research and refinement of these methods are needed, this study indicates that such aids may Provide educators excellent feedback concerning verbal interaction, would be relatively easy to learn, and would be inexpensive and easy to administer.

Four groups of twenty Ss each were conditioned for an abnormal response of the Muller-Lyer illusion. The four groups were:1. Control - no response from E2. Positive reinforcement - "mmm-hmm" when parison was longer than the standard3. Punishment - "huh-uh" when the comparison was shorter than the standard.4. Both punishment and positive reinforcement - "mmm-hmm" when the comparison was longer than the standard and "huh-uh" when the comparison was shorter than the standardThere was no difference in sex, or in tests before and after verbalization of the reinforcement contingency by each S. There was an overall difference as measured by an analysis of variance (p < •001) . There was no significant difference between positive reinforcement and the control group. There was a significant difference between Groups 1 and 3, and Groups 1 and 4. There was no significant difference in Groups 3 and 4 although there was a trend in that direction.

The primary focus of this research was to examine that portion of the model for psychotherapy developed by John Grinder and Richard Bandler in their 1976 book, The Structure of Magic II, concerned with internal representational systems. Specifically, the study was designed to investigate the relationship between reflexive eye movement patterns, verbalizations, and individual self-report as measures of representational systems. This comparison was made to determine if the three variables would demonstrate significant agreement as predictors of internal representational systems.Students in undergraduate psychology courses in two different departments of a large midwestern university were solicited as subjects for this research. One hundred and twenty-eight individuals participated in the study. Those individuals who participated represented various age groups and academic majors. In this study subjects served as their own controls.Four hypotheses were formulated to investigate the probability of various combinations of eye movements, verbalizations, and individual self-reports as predictors of respresentational systems. The author developed nine stimulus cues for subject response. Six cues required no verbal response and were used for eye movement rating only. The remaining three cues were responded to verbally and provided both eye movement and verbalization ratings. Each subject was individually rated on eye movements and verbalizations by different raters. A frequency count procedure was utilized in rating each individual's eye movements and verbalizations. The most frequently occurring system was classified as the primary representational system for each of these variables. At the completion of the study, each individual provided information on his or her primary representational system through use of a short questionnaire developed by the author. The representational system rated as number one on the self-report questionnaire was classified as the primary representational system for individual self-report. The results of all ratings were classified as either visual, kinesthetic, or auditory and then compared on the variables.Statistical analyses were carried out to determine if there was significant agreement (p<.05) between the variables. Analysis of the results indicated one significant finding. The most reliable means of determining representational systems in this study was through a combination of observing eye movements and listening to the predicate system most frequently used in the verbalizations of an individual. This method was more reliable than observing eye movements and obtaining an individual's self-report; or listening to the most frequently used predicate system and obtaining an individual's self-report; or observing eye movements, listening for the most frequently used predicate system, and obtaining an individual's self-report. The combination of observing eye movements and listening for the most frequently used predicate system was statistically significant. All other combinations mentioned failed to reach statistical significance.

The purpose of this study was to determine the improvement of verbal and nonverbal behaviors of teachers through the use of split-screen audio-video recording and systematized self-analysis.Twenty elementary teachers from the C. R. Richardson school and twenty elementary teachers from the Paul C. Garrison school in Richmond, Indiana served as subjects for the study. Each teacher was videotaped for twenty minutes on a split-screen format while teaching reading and mathematics. The tailings occurred twice with a lapse of a one month interval. The split-screen format allowed the teachers to observe personal teaching techniques well as student and teacher interaction. Self-analysis criteria for verbal and nonverbal behavior were used by each participant after viewing the tapes. Teachers in the experimental group had added assistance in the form of suggestions for improvement from their principal.The instrument selected for verbal analysis was based on the Flanders Interaction Analysis System. The instrument chosen for nonverbal analysis was based on the categories ofnonverbal characteristics formulated by Galloway and Scholl. Response alternatives were quantified one through five on a Likert-type scale for comparative analysis. Some of the items were reverse keyed in the analysis to provide positive direction on all items. A coefficient alpha calculation determined a reliability coefficient of .90 for the verbal scale and .87 for the nonverbal scale.Inservice meetings were held with each faculty to present theoretical knowledge of the process and an overview of the components of interaction analysis. Practice in the use of the criterion-referenced instruments to codify teacher verbal and nonverbal behaviors was provided.The video taping with split-screen capability was manipulated by two technicians. Two cameras were employed as well as a special effects generator to produce the split-screen effect which allowed teachers to view their own action and student action simultaneously.The t-test was used to determine statistical differences between the first and second analyses of the two recordings. Statistically significant differences were found for both the experimental and control groups on verbal behavior and on nonverbal behavior at the .05 level.Eighty-five percent of the experimental teachers increased their scores in a positive direction on verbal behavior for an average gain of 4.5 for the group. Nonverbal behavior scores showed an average gain of 5.3 with ninety-five percent of experimental teachers moving in a positivedirection. Average gain of control teachers was 1.75 on verbal and 1.55 on nonverbal scores. Eighty percent of the control group moved in a positive direction on both verbal and nonverbal behavior.Multivariate analysis of covariance tested the hypotheses of no statistically significant differences between mean scores of the two groups on verbal and nonverbal behavior. The F value for testing verbal adjusted posttest means was 6.642 (P/, .014) and adjusted nonverbal posttest means was 18.08 (P< .0002) which were both statistically significant at the .05 level.This study assessed a sample of elementary teachers in two mid-western elementary schools. Assessment was made in terms of improvement on verbal behavior and nonverbal behavior as perceived by teachers after analyzing video tapes made in their classrooms.The findings indicated that teacher self-analysis using feedback from split-screen video tapes was an effective vehicle for improving teacher behavior. Although limited in generalizability, if self-analysis processes could be instigated on a non.-threatening basis, positive contributions to self concept could have positive results to effectiveness and cooperation of teachers.