Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1971. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Education of Mentally Handicapped). Includes bibliographical references (p. 76-83).

Thesis (doctoral)--Friedrichs-Universität Halle-Wittenberg. / Also issued in the series: Paedagogisch-psychologische Forschungen. Vita.

Thesis (M.S.)--University of Wisconsin--Madison, 1983. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 52-54).

The primary purpose of the present study was to examine various aspects of local and global perception in groups of children and young adults with average ages of 6, 8, 10, 12, and 22 years. The aspects examined included developmental differences in RT for local and global visual information, the influence of filtering on global and local perception, and role of distracter congruency and compatibility on processing local and global stimuli. At a general level, the findings revealed that participants processed global faster than local stimuli. With the presence of distracters, 6 and 8-year-old participants demonstrated slower RTs for global targets relative to local targets. Distracter congruency or compatibility did not differentially affect global and local processing. However, congruency did appear to be related to differential performance for 6-year old males versus females. These results indicate that the underlying processes involved in global and local perception may be separate, with global perception relying on attentional mechanisms to a greater extent than local perception.

The development of reflexive and voluntary shifts of visual attention, as well as relations between the two forms of shifting was examined in three groups of children (5-, 7-, and 9-years-old), one group of young adults (24-years-old), and two groups of senior adults (young seniors: 69-years-old, old seniors: 81-years-old). The task entailed the detection and response to the presentation of a target (black dot) in one of four possible locations in the visual field. The dependent measure was reaction time (RT). The extent to which flash cues facilitated or inhibited reflexive orienting was determined through presentation of nonpredictive abrupt onset peripheral flash cues prior to the target. Arrow facilitation and inhibition was measured by shifts of attention initiated in response to predictive central arrow cues. Relations between reflexive and voluntary shifts of attention were gauged by the degree to which flash and arrow facilitation and inhibition were observed in response to the presentation of both arrow and flash cues together in one trial. Conditions varied with regard to the validity of the location cues (accurate or inaccurate information regarding the location of the subsequent target) and the length of the interval between the cue and the target (SOA: 185 or 875 ms). All age groups demonstrated flash facilitation with the flash cue alone, demonstrating similar patterns of reflexive orienting across the lifespan. However, the three groups of children demonstrated the largest flash cue effects suggesting that they had the most difficulty ignoring the nonpredictive flash cues. With the arrow cue alone, young adults, and young and old senior adults were more efficient (faster RTs) in their execution of voluntary shifts, however, all age groups utilized the arrow cues to orient attention strategically and in doing so experienced similar patterns of arrow facilitation. When both flash and arrow cues were presented together, the 9-year-old children, young

Attentional orienting involves two neuroanatomically and functionally separate components, the reflexive and voluntary attentional sub-systems, which interact to orient attention on the environment. Three experiments, in which a cueing paradigm was used, examined reflexive and voluntary orienting over later childhood development (i.e., 8--14 years old) in order to explore the mechanisms underlying the development of the control of attentional orienting. Experiments 1 and 2 explored whether reflexive and voluntary orienting develop in parallel, and examined the influence of cue predictability on attentional orienting during development. Experiment 3 explored the role of explicit instructions in the influence of cue predictability on voluntary and reflexive orienting. The results indicate that the development of attentional orienting over later childhood is a reflection of the operation of an underlying mechanism, general developmental changes in speed of processing. Apart from this mechanism, the efficiency of attentional orienting remains the same across age. In addition, the influence of cue predictability on attentional orienting reflects the operation of a low-level mechanism which operates independently of strategic influences; this mechanism may be covariance detection and judgment. The implications of these conclusions for modeling attentional orienting, and the development thereof, are considered.

Children with and without autism were evaluated on two change detection tasks that entailed responding to 2 side-by-side images that were displayed on a computer screen. In Experiment 1, a distracter object that remained unchanged was displayed next to a target object that changed in 1 of 3 ways, a global position change, a color change, or a local deletion change. The stimuli consisted of photographs and drawings that were presented at blank intervals of either 50 or 250 ms. In Experiment 2, color and deletion changes were compared in photographs of objects and people. Children with autism were expected to demonstrate enhanced change detection across both experiments, as well as better detection of local than global changes, and superior processing of changes to objects compared to people. Across tasks, both groups performed comparably in change detection ability. Children with autism did not demonstrate enhanced visual detection, and evidenced similar patterns of visual discrimination compared to typically developing children. They also exhibited similar processing of changes to objects and people. Age was positively associated with improvements in change detection among both groups of children.

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1970. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references (p.44-48).

Thesis (Ph. D.)--University of California, San Diego, 1997. / Vita. Includes bibliographical references (leaves 133-139).

No description available.