No description available.

No description available.

Thesis (Ph.D.)--Boston University. / The relationship between stimulus discrimination and stimulus generalization has been explored within several different experimental settings. The purpose of the current study was to provide a methodology which would allow for the investigation of the effects of stimulus discrimination training on stimulus generalization in human subjects. In order to evaluate this method as a research technique two features of discrimination training were explored and related to performance in a subsequent test for stimulus discrimination. These were: (1) the amount of learning of a differential discrimination and, (2) the degree of physical separation between the discriminated pair. Ninety-three male and female subjects recruited from the Introductory and Experimental Psychology courses at Boston University participated in this experiment. The stimuli used in this study were selected from the auditory flutter continuum and differed with respect to frequency of auditory pulses per second. This dimension for which control of attendant physical properties, e.g., duration and intensity, is possible. Second, it is a dimension with which the subjects have had little, if any, nonexperimental experience. During discrimination training the onset of a yellow pilot light followed the response to a standard auditory flutter value (S+). No light was presented if he made the response in the presence of a second stimulus (S-). The subject was instructed to make a lever response only in the presence of the stimulus with which the light was associated. For groups differing in amount of discrimination training, the light was paired with 7.0 pulses per second, while no light was presented to responses in the presence of 7.4 pulses per second. In groups for which the S+ to S- separation was varied the light was again paired with 7.0 pulses per second and no light with one of the following: 6.2, 6.6, 7.4, 7.8, or 10.0 pulses per second. In discrimination training the subject was presented with progressively more S- than S+ trials thereby minimizing the expectancy of a fixed ratio of presentations of S+ and S-. Such an expectancy could be a confounding factor in the analysis of the number of responses made during the test for generalization. This procedure, also, permitted a smooth transition from discrimination training to the generalization period. The test for generalization, which was carried out in extinction, followed immediately after the termination of any given stimulus discrimination procedure. Two changes were introduced during the generalization period: (1) in addition to S+ and S-, stimuli from 6.2 - 7.8 pulses per second (in units of .2 pulses per second) were introduced and, (2) the light was no longer paired with responses made to the standard (7.0 pulses per second). The subject was not told of these changes in procedure. The results indicated that as the amount of discrimination learning increased postdiscrimination gradients were systematically reduced to S- and adjacent stimuli, while the point of maximum response frequency was shifted to stimuli to the nondiscriminated sode pf S+. There was a tendency for postdiscrimination gradients to be reduced to the discriminated side of S+ as the S+ to S- separation was decreased. The particular form of the postdiscrimination gradient seemed to depend upon the direction of S- variations, i.e., in units slower than the S+ or faster than the S+. This latter feature was related to the underlying discriminability of the stimuli used to test for generalization. Performance during stimulus discrimination tended to reflect the magnitude of separation between the discriminated pair. [TRUNCATED]

Typescript (photocopy). / Digitized by Kansas Correctional Industries

Thesis (Ph. D.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains x, 95 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 87-90).

No description available.

Although little work has been done in the area of consistency of church attendance across age spans, work in the other areas of psychology suggests that such behavioral patterns should tend to be consistent. A total of 102 subjects were studied, half of whom do not presently attend church, half of whom attend regularly. Various correlations across age groups were computed using Pearson's correlation. coefficient, and as predicted, church attendance or non-attendance was found to be significantly correlated across different age spans. A consistency hypothesis was upheld.

Syfte och frågeställningar Syftet med studien är att undersöka feedback och dess inverkan på elevers lärande och utveckling. Hur påverkas elevernas lärande av feedback? Hur varierar den motoriska utvecklingen beroende på vilken av följande tre återkopplingar som eleven får: positiv-, konstruktiv- och videofeedback? Finns det någon skillnad mellan könen? Metod Studien hade en kvantitativ ansats samt en positivistisk syn. Direkt observation användes i denna studie. Ett bestämt moment observerades och statistik fördes ner. Elevernas frivolter observerades och antalet lyckade samt misslyckade försök fördes ner i statistiken. Samtliga elever utförde två tester, en i början och en i slutet av studien, för att se progressionen. Mellan testerna fick de fyra tillfällen att öva och få feedback på. Studien gjordes på tre klasser, varav varje klass fick en form av feedback; positiv-, konstruktiv- eller videofeedback. Resultat Resultatet visade att feedback ger en positiv effekt på elevers utveckling. Någon skillnad mellan de olika formerna av feedback, kunde dock inte säkerställas statistiskt. Slutsats Genom att studera resultaten kan slutsatsen dras att feedback har en positiv påverkan på inlärning, dock kan inget sägas om hur olika former av feedback påverkar utvecklingen. Det var heller ingen signifikant skillnad mellan könen. / Aim The purpose of the study is to examine the feedback and its impact on pupils' learning and development. How does feedback impact students' learning? How does the motor development varies depending on which of the following three feedbacks which the student will get: positive, constructive and video feedback? Is there any difference between the genders? Method The study was quantitative approach and a positivist approach. Direct observation has been used in this study. A certain moment will be observed and statistics will be brought down. Tumbles will be observed, and the number of successful and unsuccessful tumbles will be written down in the statistics. All the students go through two tests, one at the beginning and one at the end of the study, to see the progression. Between the tests they will have four opportunities to practice and get feedback on. The study was done on three classes, of which each class gets a kind of feedback; positive-, constructive or video feedback. Results The results showed that feedback provides a positive effect on pupils' progress. Any difference between the various forms of feedback, however, it could not be ensured statistically. Conclusions By studying the results it can be concluded that feedback has a positive impact on learning, however nothing can be said about how different forms of feedback influences the development. There was either no significant difference between the genders. / <p>Studiegång Idrott, fritidskultur och hälsa. Ht 2013</p>

Typescript. / Thesis (Ph. D.) -- University of Hawaii at Manoa, 1988. / Bibliography: leaves 117-132. / Photocopy. / Microfilm. / xi, 132 leaves, bound 29 cm

Thesis (M.A.)--University of Colorado at Boulder, 2005. / Director: Marie T. Banich. Includes bibliographical references.