Thesis (Ph.D.)--University of Western Australia, 2006.

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 (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

published_or_final_version / Language Studies / Master / Master of Arts

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

Thesis (Ph. D.)--University of California, San Diego, 2002. / Vita. Includes bibliographical references (leaves 202-212).

[Truncted abstract] A number of studies have provided evidence that individuals with autism have poor semantic processing of verbal information, instead gaining greater meaning from pictorial information. The aims of this thesis were, to firstly, investigate the verbal and pictorial encoding abilities of children with autism, and secondly, to determine the extent to which limitations in the use of inner speech may drive any encoding differences. The first study investigated the notion that children with autism have an atypical verbal processing style, showing poor semantic but enhanced phonological encoding of verbal stimuli. The experiment compared the performance of children with autism and ability-matched controls (N = 20 in each group) on a novel explicit verbal recall task that contained 20 word stimuli. Recall performance could be benefited through, in one condition, an understanding of the semantic links between the stimuli, and in another condition, an understanding of the phonological similarities between the stimuli. The design of the recall task controlled for the possibility that children with autism have poor retrieval strategies (by providing either a semantic or phonological retrieval cue) and hence maximized the likelihood that any between-groups differences in performance would be related to problems at the encoding stage. There was no difference between the two groups. Follow up comparisons revealed that the performance of the autism group was consistent with that of typically developing children of the same chronological age. The idea that individuals with autism have increased facility for processing pictorial information (Kamio & Toichi, 2000) was then investigated.

Thesis (M. Ed.(Educational psychology))-University of Pretoria, 2006. / Includes bibliographical references (leaves 105-114) Available on the Internet via the World Wide Web.