Thesis (Ph. D.)--West Virginia University, 1999. / Title from document title page. Document formatted into pages; contains vii, 78 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 34-38).

Thesis (M.S.)--University of Wisconsin--Madison, 1970. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

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This investigation examined the effects of emotion and lateralized presentation of a list of affective words on the learning of that list. This investigation also attempted to assess the separate influences of emotion and arousal on verbal performance. Experiment I was a 2x2 factorial design: two types of pictures from the International Affective Picture System (IAPS), negative or neutral and two gender conditions, male and female. Experiment I was used to verify that the IAPS results in an emotional response. Heart rate (HR) and skin conductance level (SCL) were measured during IAPS presentation. Emotion was assessed after IAPS presentation. Results showed the negative IAPS condition elicited significantly greater increases in SCL and decreases in HR, less self-reported of pleasantness and more self-reported activation than the neutral IAPS condition. Women had significantly lower SCL and higher HR than men; men and women did not differ in reported emotion. Experiment I verified that the negative IAPS elicit changes in SCL and negative emotion in men and women. Experiment II was a 2 x 2 x 2 mixed factorial design: two types of IAPS (negative or neutral), two AAVL conditions (positive and neutral AAVL words or negative and neutral AAVL words) and two presentation conditions (AAVL presented to the left ear (LE) or right ear (RE)). The measure of performance on the AAVL was the number of correct responses. HR and SCL were measured during presentation of the IAPS and of the AAVL. In the negative IAPS condition, performance on negative AAVL was significantly better than that for the positive AAVL; for presentation of the AAVL to the RE, performance on the negative AAVL was significantly better than that for the positive and neutral AAVLs. IAPS condition or ear of presentation alone did not significantly impact on AVVL performance or on SCL and HR during the recitation of the AAVL. Evidence showed that the effect of emotion on performance is a function of mood congruent processing and possibly the allocation of hemispheric resources. / Ph. D.

Thesis (MA)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: In the present study the Rey Auditory Verbal Learning Test (RAVLT) is translated into IsiXhosa, applied in either English or IsiXhosa, and results are compared to the norms of Wiens, McMinn and Crossen (1988). The aim is to provide a neuropsychological test to assess an IsiXhosa-speaking population with 15 or more years of education. It is also to determine the feasibility of assessing people in a second language if they have high proficiency in that second language, or to consider new norms for a South African population. Participants were 62 "healthy" male and female IsiXhosa and English home language speaking teachers, aged between 30 and 39 years, selected from schools in the Eastern Cape. The Rey Auditory Verbal Learning Test and the instructions of the Rey Complex Figure are translated into IsiXhosa, and these are applied onto 3 subgroups: English in their home language; IsiXhosa in their home language; IsiXhosa in a Second Language, English. When the home languages groups are compared, the English home language group faired better on some trials than the IsiXhosa home language group. Between the Home Languages and the Second Language group, the former did better on some trials. However, most trials were compatible between these groups. When results from this study were compared to norms of Wiens et al. (1988), the South African population achieved higher scores on most trials. They seemed to learn more words, make fewer errors and repetitions, while the norm group recalled more words on Trial 1 and the Percentage Recall Trial (with an exception to the Home languages group). The compatibility of groups and the better South African results led to the conclusion that assessments might be done in the second language - English, if the person is proficient, and meets the criteria for the current study population. / AFRIKAANSE OPSOMMING: In die huidige ondersoek is die Rey Auditory Verbal Learning Test (RA VLT) in IsiXhosa vertaal, toegepas in Engels en in IsiXhosa, en die resultate vergelyk met die norms van Wiens, McMinn en Crossen (1988). Die doel was om 'n neurosielkundige toets beskikbaar te stel wat toegepas kan word op isiXhosa-sprekende persone wat minstens 15 jaar skool- en na-skoolse onderrig ontvang het. 'n Verdere doel was om vas te stelof dit wenslik sou wees om die toets toe te pas in gevalle waar Engels die persoon se tweede taal is, en ook om nuwe norms vir 'n Suid Afrikaanse populasie te bereken. Die deelnemers was 62 "gesonde" manlike en vroulike Engels- en IsiXhosa-sprekende onderwysers, tussen die ouderdomme van 30 en 39 jaar, afkomstig uit skole in die Oos-Kaap. Die Rey Auditory Verbal Learning Test en die instruksies van die Rey Complex Figure is in IsiXhosa vertaal, en op drie sub-groepe toegepas: Engels in hul moedertaal; isiXhosa in hul moedertaal, en IsiXhosa in 'n tweede taal, Engels. 'n Vergelyking van die moedertaalgroepe het aangetoon dat die Engels- moedertaalgroep beter in sommige toetse ("trials") gepresteer het as die IsiXhosa-moedertaalgroep. 'n Vergelyking van die IsiXhosa moedertaalgroep met die tweede taal-groep het aangetoon dat die moedertaalgroep beter in sommige toetse (trials) gepresteer het as die tweede taal-groep. 'n Vergelyking van die IsiXhosa moedertaalgroep met die Tweede taalgroep het aangetoon dat die moedertaalgroep beter in sommige toetse (trials) gepresteer het as die tweede taal-groep. Die groepe het oor die algemeen baie goed met mekaar vergelyk. Die resultate van hierdie ondersoek is ook met die norms van Wiens et al. (1988) vergelyk: die Suid Afrikaanse groep het oor die algemeen hoër tellings behaal. Dit het geblyk dat die deelnemers meer woorde kan aanleer, minder foute gemaak het, en dat minder herhalings nodig was. Die normgroep van Wiens et al. (1988) het op die "Trial]" en die "Percentage Recall Trial" (behalwe die moedertaalgroepe) meer woorde herroep. Die resultate van hierdie ondersoek dui daarop dat, indien voldoen aan die kriteria wat in die huidige projek gebruik is, die RAYLT wel in 'n toetsling se tweede taal (Engels) afgeneem kan word indien die persoon se vaardigheid in die taal goed is

Theoretical speculations abound on all sides of the following two questions: 1. What are the relative merits of the reception and discovery modes of learning? 2. What effect does forcing a student to immediately verbalize his newly discovered concept have on his ability to retain and transfer this concept? The purpose of the present study is to seek answers to these questions on the basis of experimental evidence. / Typescript. / "June, 1967." / "Submitted to the Graduate School of Florida State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy." / Advisor: E. D. Nichols, Professor Directing Dissertation. / Includes bibliographical references.