Thesis (Ph. D.)--State University of New York at Binghamton, Department of Psychology, 2006. / Includes bibliographical references.

Thesis (Ph. D.)--University of Oregon, 2003. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 97-105). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph. D.)--University of California, San Diego, 2003. / Vita. Includes bibliographical references (leaves 102-109).

The purpose of this study was to investigate the effects of using graphic organizers during prereading, reading, and postreading positions of the comprehension and retention of Chinese sixth-grade students who were identified as below-average or above-average readers. Chinese sixth graders from one school were first administered The Michigan Chinese Reading Test to identify reading level. Subjects were then assigned to one of the four treatment groups: traditional Chinese social studies method, graphic preorganizers, graphic organizers as a reading guide, and graphic post organizers.Two practice passages were first used to familiarize the subjects with how graphic organizers were utilized in instruction before reading on experimental passage. The dependent measure, 45 multiple-choice questions based on the experimental passage, was administered twice: the next day after the instructional sessions were concluded and again seven days later.The principal analysis to test the three null hypotheses was a 2 x 4 x 2 ANOVA with repeated measures on the last factor corresponding to the two administrations of the test. Two follow-up analyses of variance (ANOVAs) were used to test for differences in treatment condition sepa-rately for above-average readers and below-average readers, using the average of the immediate and the seven-day delayed tests. One Scheffe test was applied to find the location of significant differences among the four treatment conditions for above-average readers. Finally, four follow-up t-tests were used to test for differences in reading level at each of the four treatment levels.Three conclusions were drawn from the statistical analyses of the data: 1) graphic organizers had a significant effect on comprehension and retention only when above-average readers were required to process the organizers during reading; 2) graphic organizers did not produce significantly better comprehension and recall performance of below-average readers; and 3) the effect of graphic organizers was equal to that of the traditional Chinese social studies method in maintaining comprehension and recall for both above-average readers and below-average readers over a one-week delay. / Department of Elementary Education

Thesis (M.S.)--State University of New York at Binghamton, Department of Psychology, 2009. / Includes bibliographical references.

Orientador: José Oscar de Almeida Marques / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas / Made available in DSpace on 2018-08-22T21:46:53Z (GMT). No. of bitstreams: 1 Leme_AntonioCesardaSilva_M.pdf: 728500 bytes, checksum: 8b06953550b42151506f78c67681e0b9 (MD5) Previous issue date: 2013 / Resumo: Esta dissertação examina o tema da identidade pessoal no Livro 1 do Tratado da natureza humana de David Hume, e a sua retomada nos textos da Sinopse e do "Apêndice". Trata-se de explicar o sentido de algumas afirmações feitas por Hume sobre esse tema. Na seção "Da Identidade Pessoal", Hume, por um lado, nega a existência da ideia do eu e, por outro, propõe uma tese sobre o eu, segundo a qual o eu é um sistema de diferentes percepções, encadeadas pelos princípios de associação de ideias. Ao retomar o tema da identidade pessoal no "Apêndice", Hume mostra-se decepcionado com sua própria explicação oferecida previamente para esse assunto no Tratado e na Sinopse. Diante dessas afirmações, o objetivo do nosso trabalho é cotejar suas afirmações iniciais sobre o tema do eu com sua reconsideração posterior a fim de tentar entender o motivo da sua insatisfação. Seguindo a hipótese proposta por Piston, defendo que Hume apresenta uma concepção do eu alternativa para as explicações de Descartes e Locke. Além disso, sugiro que Hume mantém no "Apêndice" a mesma concepção de identidade pessoal apresentada inicialmente no texto do Tratado. Para sustentar essas hipóteses, é imprescindível distinguir o objeto da crítica de Hume, o eu inventado pelos filósofos, da proposição humeana acerca sobre o eu como um sistema de percepções em fluxo constante / Abstract: This dissertation examines the theme of personal identity in Book 1 of the Treatise of Human Nature by David Hume, and its resumption in the texts of the Synopsis and the "Appendix." It intends to explain the meaning of some statements made by Hume on this topic. In the section "Personal Identity" Hume, on the one hand, denies the existence of the idea of the self and, on the other, proposes a thesis about the self, according to which the self is a system of different perceptions, linked by the principles of association of ideas. When he revisited the issue of personal identity in the "Appendix", Hume appears disappointed with his own explanation previously offered for that subject in the Treatise and in the Synopsis. Given these statements, the aim of this work is to collate Hume's initial statements on the subject of the self with his subsequent reconsideration, in order to try to understand the reason for his dissatisfaction. Following a hypothesis proposed by Piston, I argue that Hume presents a conception of the self alternative to explanations of Descartes and Locke. Furthermore, I suggest that Hume holds in the "Appendix" the same conception of personal identity presented initially in the text of the Treatise. To support these hypotheses, it is essential to distinguish the object of Hume's criticism, the self invented by philosophers, from Hume's proposition about the self as a system of perceptions in constant flux / Mestrado / Filosofia / Mestre em Filosofia

The purpose of this study was to determine whether and to what extent free association following exposure to written material would affect the memory of that material, and whether the effect upon memory would vary with age of the subject. A test of learning (immediate retention) resulted in a significant difference in performance between young and old women--the older learning less. Free association was not found to be significant as a mnemonic aid to either age group, and was compared with characteristics of other more common mnemonics. Suggestions for additional research are discussed.

Transcription and translation of proteins are required for the consolidation of episodic memory. Arc, an effector immediate early gene, has been linked to synaptic plasticity following learning and memory. It is well established that the rodent hippocampus is essential for processing spatial memory, but its role in processing object memory is a point of contention. Using immunohistochemical techniques, hippocampal sections were stained for arc proteins in the CA1 region of the dorsal hippocampus in mice following two variations of the novel object recognition (NOR) task. Results suggest mice that acquired strong object memory showed significant hippocampal activation. In mice that acquired weak object memory, hippocampal activation was not significantly different from controls. Arc expression was also examined in other hippocampal sub-regions, as well as in the perirhinal cortex. These results suggest that the mice must acquire a threshold amount of object information before the hippocampal CA1 region is engaged. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2015 / FAU Electronic Theses and Dissertations Collection

This thesis deals with David Hume's conception of resemblance, chiefly in the context of his theory of association of ideas. There, resemblance has a great theoretical significance for explanation of, besides other things, general ideas (or concepts). With connection to them the principal problem dealt with in this thesis shows itself best: If we interpret resemblance as sharing of properties, then by using it in explanation of concepts (that means properties as well) we are begging the question. One of the claims of this thesis is that Hume understands resemblance neither solely, nor primarily as sharing of properties but he regards it as a primitive relation, whose place is mainly in the imagination. It is therefore "perceived" resemblance. Hume's theory of association consequently presupposes "form" of the given, one aspect of which is resemblance (or similarity) in the abstract which is a "condition of possibility" of perceived resemblances. Particular resemblances fill this form with various content, which means that resemblance is in this sense relative (different individuals can perceive the resemblance between the same things differently). It appears that Hume's conception of resemblance is, according to this interpretation, basically in agreement with Nelson Goodman's conception of similarity, in...

Orientador: Luiz Roberto Monzani / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-08-10T02:25:21Z (GMT). No. of bitstreams: 1 Casanave_CarlotaMariaIbertisdeLassalle_D.pdf: 831884 bytes, checksum: 523dec071d9abbfa0fbf4c618362c6e6 (MD5) Previous issue date: 2008 / Resumo: A presente Tese de Doutorado versa sobre a concepção de memória subjacente aos escritos freudianos correspondentes ao período que transcorre entre Sobre a concepção das afasias, de 1891, e Psicopatologia da vida quotidiana, de 1901. Defende-se, em primeiro lugar, que a memória tem caráter criativo, fundamentado esse caráter em um certo associacionismo sui generis sustentado por Freud. Apresentam-se as características específicas dessa posição, mostrando por que não é identificável com a de Stuart Mill. Em segundo lugar, defende-se que o caráter criativo da memória encontra diversas formas de manifestação: a) ao constituir, com base nas primeiras vivências, o núcleo de desejos e aversões da psique; b) ao transcrever, de tempos em tempos, os traços mnêmicos que correspondem às fases de desenvolvimento; c) no fenômeno de determinação a posteriori; d) ao associar material de traços mnêmicos, dando lugar a condensações e deslocamentos nos processos primários; e) ao plasmar desejos e fantasias como recordações e f) ao re-significar o passado, introduzindo novas conexões. Todas essas formas de manifestação são baseadas, em última instância, em mecanismos associativos. Na explicitação dessas formas fica evidenciada uma mudança no pensamento freudiano em relação ao papel da experiência. A primazia que tinha, inicialmente, a experiência real diminui com a descoberta da sexualidade infantil: Assim, desejo e fantasia ganham maior peso na determinação psíquica sem, por isso, descartar completamente a relevância da experiência real, uma vez que ela está na base da formação daqueles. Três pontos na elaboração freudiana da memória se mostram decisivos para sustentar as hipóteses acima mencionadas: o papel do registro mnêmico da experiência real, a multiplicidade e a transformação das inscrições mnêmicas e, por último, o registro como recordação do meramente desejado. Cada um desses pontos constitui o núcleo do respectivo capítulo. O exame atenta para aqueles aspectos que definem o caráter criativo da memória, considerando as funções de registro, de conservação e de rememoração. Destarte, inclui-se Freud, em uma longa tradição filosófica que aproxima a memória da imaginação / Abstract: This PhD Dissertation explores the concept of underlying memory in Freud's work, between the publication of On Aphasia: A Critical Study, in 1891, and Psychopathology of Everyday Life, in 1901. It is argued, firstly, that memory has a creative nature, based on certain associationism sui generis proposed by Freud. The specific features of Freud's position are discussed, showing why it is not analogous to that proposed by Stuart Mill. Secondly, it is argued that the creative nature of memory finds diverse forms of manifestation: a) when constituting, on the basis of first experiences, the psyche's nucleus of desires and aversions; b) when transcending, from time to time, the rnnemonic traces that correspond to the developmental phases; c) in the phenomenon of a posteriori determination; d) when associating rnnemonic traces material, giving raise to condensations and displacements in the primary processes; e) when shaping desires and fantasies as memories; and f) when re-meaning the past by introducing new connections. All these forrns of manifestation are based on associative' mechanisms. The explanation of these forms provides evidence for a change in Freudian thought on the role of experience. The priority given initially to real experience dirninishes with the discovery of child sexuality. Thus, desire and fantasy acquire greater weight in the psyche' s deterrnination, without discarding the relevance of real experience, which lies at the basis of the forrnation of both. Three points in the Freudian elaboration of memory seem crucial in order to support the hypotheses proposed above: the role of the mnemonic register of real experience, the multiplicity and transformation of rnnemonic inscriptions, and, finally, the register as memory of the desired. Each one of these issues constitutes the focus of a thesis chapter. This dissertation examines the aspects that define the creative náture of memory, while considering the roles of register, conservation and remembrance. Freud is thus inc1uded in a long philosophical tradition that approximates memory to imagination / Doutorado / Filosofia / Doutor em Filosofia