Thesis (M.A.)--Bowling Green State University, 2006. / Document formatted into pages; contains vii, 48 p. Includes bibliographical references.

Thesis (Ph.D.)--Indiana University, Dept. of Philosophy, 2006. / "Title from dissertation home page (viewed July 3, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 3007. Advisers: Colin Allen; Mark Kaplan.

Thesis (Ph.D.)--Indiana University, Dept. of Telecommunications, 2006. / "Title from dissertation home page (viewed July 9, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2802. Adviser: Annie Lang.

Thesis (Ph.D.)--Indiana University, Dept. of Psychological and Brain Sciences, 2006. / Source: Dissertation Abstracts International, Volume: 67-06, Section: B, page: 3455. Adviser: William P. Hetrick. "Title from dissertation home page (viewed May 14, 2007)."

Thesis (Ph.D.)--Indiana University, Dept. of Telecommunications, 2006. / "Title from dissertation home page (viewed June 27, 2007)." Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 1964. Advisers: Erik P. Bucy; Annie Lang.

Thesis (Ph.D.)--Indiana University, Dept. of Telecommunications, 2006. / "Title from dissertation home page (viewed June 27, 2007)." Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 1964. Adviser: Annie Lang.

<p> The primary goal of this dissertation is to characterize the relative strength of two of the influences on the parser&rsquo;s behavior during ambiguity resolution: coreference dependency formation and verb frame preference. I find that coreference dependency formation exerts a stronger influence on the parser than does verb frame preference, even when verb frame preference is maximized in transitively biased frames. </p><p> Previous studies have shown local attachment bias initially directs the parser to an embedded object analysis in sentences like (1), in which the DP <i>Annie&rsquo;s melody</i> is locally ambiguous between the embedded object (EO)/matrix subject (MS) analyses (Ferreira and Henderson, 1990). </p><p> (1) Whenever she was trying to casually hum Annie&rsquo;s melody was beautiful. </p><p> Additionally, (1) contains a cataphoric pronoun <i> she</i> which triggers an active search for an antecedent, whereby the parser seeks the antecedent only in grammatically sanctioned positions, such as where the antecedent is not c-commanded by the pronoun (Kazanina et al., 2007; van Gompel and Liversedge, 2003). In (1), the closest potential antecedent is <i>Annie.</i> However, it can be the antecedent only if the DP that contains it is analyzed as the MS, thus outside the whenever-clause and not c-commanded by <i>she.</i> A bias toward an early cataphoric dependency formation could lead the parser to analyze the ambiguous DP as the MS. In (1), there is a bias toward a MS analysis from the antecedent search in addition to a bias toward the local attachment EO analysis. </p><p> I find that, regardless of the transitivity bias of the verb in the position of <i>hums,</i> the parser forms a dependency between the pronoun <i> she</i> and <i>Annie.</i> This indicates that dependency formation can supersede verb frame preferences and any default preference the parser may have toward local attachment (Phillips and Gibson, 1997). Moreover, I also observe effects attributable to both the MS and EO parses. This suggests that the parser builds both alternatives and maintains them in parallel. From this, I conclude that the parser prioritizes information from an ongoing dependency search over lexical properties during ambiguity resolution.</p>

<p> It is imperative to find out the challenges that international students face. According to the Institute of International Education 2016 Annual Report (IIE, 2016), the enrollment trend of international students increased by 7%, from about 200,000 to more than one million international students across colleges and universities in the United States. There are 1,043,839 international students studying in the U.S. and the top fifteen countries of origin of these international students are: China, India, Saudi Arabia, South Korea, Canada, Vietnam, Taiwan, Brazil, Japan, Mexico, Iran, United Kingdom, Turkey, Nigeria, and Germany. However, as the international students&rsquo; enrollment increases, there has also been an increase in the rate of drop out of international students (Redden, 2014). Redden found out that the rate of drop out of international students was attributed to some challenges, with financial challenges being on the top of the list. This study&rsquo;s purpose was to find out the challenges that international students face while studying in one small university in the Midwestern part of the U.S. It also focused on the roles the host universities could play in helping them through these challenges. Questions asked of international students were informed by the most common themes in the prior literature, including social, academic and financial areas. The themes that emerged from the data were analyzed using qualitative coding. According to the responses of the participants in this research, the challenges that international students in this Midwestern university face range across financial struggles, socialization, home sickness, weather, language and accent issues, and food. The most common challenge among the participants was financial struggles, which about 80% of the interview participants affirmed. Socially, each of the participants used different survival strategies related to language and to homesickness, which included, watching movies, imitating native speakers, calling and visiting family and friends, making friends with other international students. Academically, participants advised other international students to not be afraid to jump in and participate, or to ask for assistance. The participants feel the roles of the host school in addressing these challenges should include provision of scholarships, integrating international students more into the different activities in the school, and also suggested English language programs. Analysis showed that better communication and mentoring among more experienced and new international students, faculty and international staff could also be of benefit. Keywords: international students, challenges faced by international students, host university, study abroad, international student support services. </p><p>

The research was a continuation of a study on the relation of non-verbal imagery to learning, with special reference to the use of visual images in the learning process. The new enquiry was planned to study the relation of the non-verbal imagery to learning when the material used was sense material as opposed to nonsense material. The subjects, 6 adults and 4 children were required to learn series of 5 variants of the same shape associated with a nonsense name and of 5 examples of the same type of object associated with a sense name. The learning of each series was tested by immediate recalls of the material on each learning occasion, and by general tests, one at the end of the learning periods and a second five weeks later. Findings 1. Words and especially analogy played the greatest part in recall. 2. Concepts were important factors in learning. 3. The amount of visual imagery reported was meagre. 4. The children, In proportion to the number of correct recalls, reported more visual imagery than the adults. Their imagery tended to be of whole objects, and in some cases was of the eidetic type. 5. The main cause of failure to recall was confusion either between the members of the same set or between the sets. CONCLUSION. For recall of Individual items from visual data which fall into classes visual photographic imagery is of less value than concepts, analogy, verbal description and other forms of words. This is independent of whether the individual items are what is called sense or nonsense material.

I. Handedness - Different types of handedness, Eyedness - the nature of eye-dominance. The relation between eye-dominance and handedness. Theories concerning this relationship. Left-handed children and those subnormal in reading. Possibility of connection between this subnormality and eyedness of the left-handed child. Possible nature of the connection between "eyedness" and retardation in reading (if such connection exists) Types of difficulties in reading experienced by left-handed children which may be due to "eyedness". II. Experiments with left-handed children; 1st set, with results and conclusions.(a) Description of experiments and subjects.(b) Results of experiments showing:- (1) Incidence of left and right eyedness in unselected group.(2) Incidence of left or right eyedness in group of left-handed children(3) Reversals of forms (in words and groups of letters) (4) Transposition of letters in words and groups of letters. (5) Children's remarks with any pertinent introspections. Suggestion of difficulty or orientation arising from these results. Further analysis and conclusions, III. Experiments with adults; 1st set, with results and conclusions. (a) Description of experiments, (b) Description of subjects as to eyedness and handedness,(c) Results of experiments analysed,(d) The prominence of reversals of forms in the case of left-eyed subjects,(e) Other results of the analysis:-(i) type of reaction to exposures. (ii) Subjects, introspections and suggestions arising from these. IV. Further experiments with children.(a) Left-eyed and left-handed group.(b) Left-eyed and right-handed group.(c) Right-eyed and left-handed group.(d) Left-eyed and left-handed group. These experiments are tachistoscopic in character. They are designed to reveal the disability (or otherwise) experienced by left-handed children as regards orientation of forms and position in space. V. Further experiments with adults.(a) Right-handed and right-eyed.(b) Left-handed and left-eyed. (c) Left-handed and right-eyed. These experiments should confirm the results of the first set of experiments as to the characteristics of form most frequently reversed. VI. (l) Experiments with adults and children to prove whether the incidence of reversals of form, or of orientation with regard to position in space, is affected when the objects perceived tachistoscopically are in motion. (2) Analysis of these experiments. VII. General observations and conclusions.