Thesis (Ph.D.) -- James Cook University, 2003. / Typescript (photocopy). Bibliography: leaves 199-218.

Thesis (M.A.)--Kent State University, 2006. / Title from PDF t.p. (viewed June 12, 2007). Advisor: William E. Merriman. Keywords: language development, language, word learning, form, function, shape bias, function neglect. Includes survey instruments. Includes bibliographical references (p. 35-39).

Thesis (M.A.T.) -- School for International Training, 2007. / Advisor -- Bonnie Mennell Includes bibliographical references (leaf 49).

Thesis (M.S.)--State University of New York at Binghamton, Department of Psychology, 2009. / Includes bibliographical references.

Thesis (Ph. D.)--Florida State University, 2006. / Advisor: Howard Goldstein, Florida State University, College of Communication, Dept. of Communication Disorders. Title and description from dissertation home page (viewed Sept. 19, 2006). Document formatted into pages; contains viii, 129 pages. Includes bibliographical references.

published_or_final_version / Education / Master / Master of Education

by Sonia Suk Yi Chang. / Thesis (M.S.S.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references (leaves 62-66). / ABSTRACT --- p.ii / ACKNOWLEDGEMENTS --- p.iv / TABLE OF CONTENTS --- p.v / LIST OF TABLES --- p.vii / LIST OF FIGURES --- p.viii / LIST OF APPENDICES --- p.ix / STATEMENT OF ORIGINALITY --- p.x / Chapter CHAPTER I - --- INTRODUCTION --- p.1 / Chapter CHAPTER II - --- LITERATURE REVIEW --- p.4 / Development of Psychological Tests --- p.4 / The Vocabulary subtest --- p.10 / Wechsler Scales in Hong Kong --- p.15 / The Wechsler Adult Intelligence Scale-Revised for China (WAIS-RC) --- p.21 / Chapter CHAPTER III - --- METHOD AND DESIGN --- p.27 / Study one: Developing the local Vocabulary subtest --- p.29 / Study two: Testing the difference between oral and written administration of the test --- p.31 / Study three: Correlation study and validity study of the re-arranged vocabulary subtest --- p.33 / Chapter CHAPTER IV - --- RESULTS --- p.36 / Study one --- p.36 / Study two --- p.41 / Study three --- p.44 / Chapter CHAPTER V - --- DISCUSSION --- p.55 / Development of the vocabulary subtest --- p.55 / Correlation study of the re-arranged vocabulary subtest --- p.57 / Limitation of the study --- p.58 / Implication for future work --- p.60 / Conclusion --- p.61 / REFERENCES --- p.62 / APPENDICES --- p.67

published_or_final_version / Language Studies / Master / Master of Arts

South Africa has the most prominent percentage of individuals living with the Human Immunodeficiency Virus (HIV) in the world, with the most prominent form of transmission of HIV in South Africa being vertical mother-to-child transmission. From 1997 until 2004, South Africa had limited access to ARV treatment at and after birth due to the government legislation. As a consequence, treatment of HIV may only have been initiated after clinical presentation of immune deficiency. A paucity of information therefore exists regarding this population in addition to the specific age demographic of adolescents. Adolescents may be negatively influenced by the cortical thinning associated with HIV, and this study therefore aims to investigate the verbal fluency and vocabulary (in English) of 30 bi- or multilingual seropositive adolescents that are currently on a managed anti-retroviral programme in comparison to an HIV-negative contrast group of 70 bi- or multilingual adolescents in South Africa (matched for age, education, and socioeconomic status). The study found that there were no significant results between the HIV-positive and HIV-negative groups on the measures of vocabulary, semantic naming, or phonemic naming in ‘F’ as determined by their performance on the neuropsychological assessments. Significant results were noted between the HIV-positive and HIV-negative groups on the phonemic naming categories of ‘A’ and ‘S’ however, and negative correlations between performance in these categories and current viral load, and viral load at Highly Active Antiretroviral Therapy (HAART) initiation were also noted. This research formed part of a broader study examining the overall neurocognitive effects of HIV-1 infection in adolescents in South Africa.

The present study investigated the relation of children’s attentional behaviors to context, gender, and their language skills. Participants were 33 children and their parents. The following attentional behaviors were measured based on coding of video recordings of 30-minute free-play interactions at 30 months: time spent in engaged states (attending to an object, person, or event) and frequency of changes from one engagement state to another. Children’s productive vocabulary and language comprehension were measured using standardized tests at 30, 36, and 42 months. Males spent more time in joint engagement and switched engagement states less frequently. Children spent more time engaged during Animal and Picnic toy play than Book reading. Children attended longer to picnic-related objects than animal-related objects or books, and attended longer to animal- related objects than books. Longer sustained attention—measured as lower frequencies of state switches—was related to higher concurrent and future language comprehension scores. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection