Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 144-151). Available also in a digital version from Dissertation Abstracts.

No description available.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1982. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 149-158).

Thesis (B.Sc)--University of Hong Kong, 2000. / "A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 10, 2000." Also available in print.

Thesis (B.Sc)--University of Hong Kong, 1998. / "A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 1998." Also available in print.

No description available.

published_or_final_version / abstract / Linguistics / Master / Master of Arts

published_or_final_version / abstract / Speech and Hearing Sciences / Master / Master of Philosophy

This study examined the influence of three presentation modes (live voice, tape recorded, and videotape recorded) on aphasic subjects' comprehension of concrete and abstract commands.

The purpose of this investigation was to examine the influence of three instructional conditions (encouraging, discouraging, and neutral) on eighteen aphasic adults' performance on a naming task. Each subject listened to each audiotaped instructional condition followed by a 20 picture naming task presented with a slide projector for a total of three tasks and 60 pictures. Subjects' mean scores were combined and averaged to derive a grand mean score for each instructional condition. A repeated measures analysis of variance was applied to determine if the differences were significant at the .01 level. No significant differences were found.