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.

Thesis (M.S.)--University of Massachusetts Amherst, 2008. / Includes bibliographical references (p. 46-52).

Thesis (M.S.)--Missouri State University, 2008. / "December 2008." Includes bibliographical references (leaves 21-22). Also available online.

Thesis (Ed. D.)--Illinois State University, 1971. / Title from title page screen, viewed Sept. 21, 2004. Dissertation Committee: Max R. Rennels (chair), Frederick V. Mills, Hugh Stumbo, Tom Malone. Includes bibliographical references (leaves 80-83) and abstract. Also available in print.

Thesis (Ph. D.)--University of Alabama at Birmingham, 2007. / Title from PDF of title page (viewed July 10, 2009). Additional advisors: William W. Andrews, David E. Vance, Kirstin J. Bailey, Lynda L. Harrison. Includes bibliographical references (p. 52-59).

Thesis (M.Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 144-158). Also available in print.

Thesis (Ed. D.)--Illinois State University, 1995. / Title from title page screen, viewed April 20, 2006. Dissertation Committee: Lanny Edward Morreau, Ming-Gon John Lian (co-chairs), Frances E. Anderson, Mack L. Bowen, Julie Brinker. Includes bibliographical references (leaves 112-133) and abstract. Also available in print.

This study hypothesized a direct relationship among three verbal phenomena: derived relational responding, verbal intelligence, and worry. It also hypothesized that experiential avoidance would mediate the relationship between derived relational responding and worry. Overall, results from this study failed to support a relationship between worry and the other two verbal phenomena, however, results did support a relationship between derived relational responding and verbal intelligence. Additionally, results indicated a significant relationship between experiential avoidance and worry. Future research should clarify the relationship among the three primary variables of interest, improve measurement of these variables, be more sensitive to external validity, and promote the study of acceptance-based treatments that target experiential avoidance.