Thesis (M. D. S.)--University of Hong Kong, 2009. / Includes bibliographical references.

Thesis (M.Ed.)--University of Hong Kong, 1984. / Includes bibliographical references (leaf 106-112). Also available in print.

The purpose of this study was to determine whether the effects of executive functions on school readiness outcomes were mediated by approaches to learning in Head Start preschoolers. Executive functions are cognitive skills, including inhibition, cognitive flexibility, and working memory, that are involved in learning as well as regulating behavior (Blair, Granger, & Razza, 2005; Espy, McDiarmid, Cwik, Stalets, Hamby, & Senn, 2004). Approaches to learning include important learning-to-learn skills such as persistence, initiative, and motivation (Fantuzzo, Perry, & McDermott, 2004). Based on previous literature, it was hypothesized that strong executive functions would support the development of positive approaches to learning, which in turn would lead to increased school readiness. To test this, data were collected on 179 four-year-old Head Start preschoolers. Children were assessed on executive functions (cognitive inhibition, cognitive flexibility, and working memory), approaches to learning (using both a teacher rating scale and a direct observation), school readiness, and verbal ability. Results indicated that approaches to learning partially mediated the relationship between executive functions and school readiness, providing support for the study's main hypothesis. Results are discussed in the context of preparing at-risk preschool children for success in school.

Thesis (Ph. D.)--University of North Carolina at Greensboro, 2006. / Title from PDF title page screen. Advisor: Judith Niemeyer; submitted to the School of Education. Includes bibliographical references (p. 195-211).

Thesis (Ph. D.)--University of Hong Kong, 2006. / Also available online.

Thesis (Ph. D.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 105-127).

Thesis (M.S.)--Ball State University, 2009. / Title from PDF t.p. (viewed on Dec. 14, 2009). Includes bibliographical references (p. 38-39).

This thesis explores preschoolers' use of causal-associations (associations between specific instrument and effects) and causal relations incorporating knowledge of transformation from initial to final states. Gelman, Bullock and Meek (1980) claimed that preschoolers use causal relations. However, in their study it was possible to make correct choices using causal-associations. Therefore, in Experiments 1 and 2 tasks were designed to distinguish between use of the two relations. Preschoolers made inferences about instruments which could produce the transformations depicted within event sequences (based on those used by Gelman et al.). Performance on tasks requiring selection of causal relations was significantly worse than performance on tasks where causal-associations could be used. Two methods of reasoning, Relational (causal) and Associative- Causal Matching, were identified. Modified versions of the tasks in Experiment 1 were used in Experiments 3, 4 and 5. Four-year-olds were more proficient at using Relational Methods than 3-year-olds although both ages demonstrated the ability to use this method. In Experiment 6 children had to construct sequences. Three-year-olds preferred associative constructions to causal ones. This preference may have influenced their performance in the previous experiments. Experiments 1, 2, 3 and 5 incorporated sequences with compound end-states (e.g. wet and broken cup). Three-year-olds clearly preferred to focus on just one of these attributes, chosen on the basis of salience. This preference evidently contributed to their lower scores throughout these experiments. However, even when relative salience was controlled (Experiment 7) or when single attributes were used (Experiment 4) 3-year-olds' performance was worse than 4-year-olds' in terms of choices based on causal relations. These experiments indicate that preschoolers use both Associative-Causal and Relational Methods. There is evidence for a shift from a preference for judgements based on associative relations to a preference for causal relations between 3 and 5 years. The ability to deal with compound features also appears to develop over the preschool years.

Thesis (PhD) -- AUT University, 2008. / Includes bibliographical references. Also held in print (xvi, 217 leaves ; 30 cm.) in the Archive at the City Campus (T 613.7042 OLI)