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It is widely held among cognitive aging researchers that older adults are at a disadvantage with respect to the division of attention between two or more concurrent tasks. Some researchers have attributed dual-task performance decrements to reduced processing speed with age while others have attributed declines in dual-task performance to the reduced efficiency of task coordination and control processes. Few researchers, however, have considered the possibility that age-related differences in dual-task performance may be related to underlying differences in the learning mechanisms supporting component task performance. Three studies were conducted which differed in the type of single-task training provided to young and old adult participants: Consistently mapped (CM), variably mapped (VM) and attenuated priority (AP) training. Skilled dual-task performance was then assessed as a function of both component task learning and age through a) the examination of initial and end-level skilled dual-task performance, b) transfer of learning to novel task combination and c) retention capability. It was predicted that type of component task training would moderate age-related differences in skilled dual-task performance. The results were confirmatory, however, were not completely consistent with initial predictions.

Situation Awareness (SA), is defined as perception of environmental entities, comprehension of their meaning, and estimation of their status in the near future (Endsley, 1995a). The general aim of the study is to investigate the relationship between SA and individual cognitive dierences. Specifically, the predictive value of working memory and attentional capacity measures on SA measures, taken from pilots of different expertise levels, is of interest. In the literature, SA has mostly been studied from an applied perspective. The present study therefore aims at providing the necessary cognitive underpinnings of these more applied studies. Two experiments were conducted. In Experiment 1, individual dierences and SA measures have been taken from thirty-six pilots. Automated Operation Span, Stroop Task, and Choice Reaction Time Task with Dichotic Listening were used for measuring working memory capacity (WMC), inhibition, and divided attention, respectively. Online and offline SA measurements were employed together for tapping on different aspects of SA in a cognitively demanding flight scenario. Results showed that WMC and expertise explain 58% of variability in offline scores while inhibition, divided attention, and expertise explain 52% of variability in online scores. In Experiment 2, the aim was to find correlates of eye movements in terms of individual differences. Scan patterns were studied across four SA-related visual tasks with ten expert pilots. Results showed that more expert pilots produced less fixation durations but no other eects of individual dierences on the eye movements were observed. It was also observed that expert pilots deploy some scan strategies while performing these tasks.

由於2004至2013年在不動產多頭走勢及賣方市場背景下，商用不動產採用拍賣方式銷售，得標價格屢創新高，使商用不動產採用拍賣銷售交易比例逐漸提高，然而得標者為何願以高於標售底價甚多的價格競標？以及，投標者多為專業法人機構，依法需委託不動產估價師估價，競標時估價金額與得標價格卻不一致，為何如此？而賣方訂定的標售底價，是委託不動產估價師評估之市場價值，或賣方評估拍賣標的物之市場價值，為何估價金額與標售底價有所差異？由於得標價格公開，常被視為不動產市場前景指標，故了解得標價格、估價金額與標售底價間關係，有其必要性。 因此，本研究以台北市辦公室標售個案為研究對象，以拍賣理論、特徵價格理論為基礎，建構複迴歸分析模型，探討影響得標價格、估價金額及標售底價間差異之因素，以供投標者出價決策、賣方訂定底價與不動產估價師估價時之參酌。本研究實證結果顯示，得標價格、估價金額皆高於標售底價，但得標價格不一定高於估價金額。投標者、賣方、不動產估價師對價格認知存有差異，賣方、投標者及不動產估價師會依據其所蒐集的資訊、個人的知識與專業、自身經驗法則及決策參考因素，對價格形成因素存有不同詮釋。此外，不動產估價師僅是協助投標者評估可獲利的合理價格，但無法保證其獲利，致投標者認知之投資價值與不動產估價追求的真實價值相異。

Summaries in Afrikaans and English / Text in Afrikaans / Two opposing approaches to beginning reading are used, namely the phonological and global approach, under which the whole word, whole sentence and whole language methods are classed. The whole crux of the controversy is situated in beginning reading as an explicit, intensive and systematic method of teaching phonics, as opposed to implicit beginning reading through discrimination of global configurations, augmented by psycholinguistic guesses within reading context. Arguments about the advantages and disadvantages of the opposing methods have been hurdled to and fro for decades without any discernible gain. The question emerged whether research on brain physiology with respect to language and reading, a relatively new field of study, could shed light on the foundation of an accountable method for beginning reading. Renewed insights to the controversial differences were gained, and brain physiologically accountable parameters as a base for a beginning reading method were framed from these insights. / Twee opponerende aanvangsleesbenaderings word in die skole gebruik, naamlik die fonologiese benadering en die geheelbenadering, waaronder die geheelwoord-, geheelsinen die geheeltaalmetode ressorteer. Die kern van die verskil tussen die aanvangsleesbenaderings le in aanvangslees as eksplisiete, intensiewe en sistematiese foneemonderrig, teenoor implisiete aanvangslees wat die waarneming van globale konfigurasies, aangevul deur psigolinguistiese raaiskote binne die leeskonteks, aanmoedig. In die polemiek om die beste leesmetode word argumente oor die voor- en nadele ten opsigte van die begronding van hierdie opponerende metodes reeds dekades heen en weer geslinger. Navorsingsresultate word eindeloos, sonder duidelike winste, met mekaar vergelyk. Dit het die vraag laat onstaan of navorsing ten opsigte van die breinfisiologie met betrekking tot taal en lees, 'n relatief nuwe studieveld, moontlik lig sou kon werp op die begronding van 'n verantwoordbare aanvangsleesmetode. Die literatuurstudie ten opsigte van breinfisiologie het vernuwende insigte oor die polemiese begrondingsverskille na vore gebring, en breinfisiologies-verantwoordbare parameters as basis vir 'n aanvangsleesmetode is uit hierdie insigte opgestel. / Psychology of Education / M. Ed. (Psychology of Education)

Summaries in Afrikaans and English / Text in Afrikaans / Two opposing approaches to beginning reading are used, namely the phonological and global approach, under which the whole word, whole sentence and whole language methods are classed. The whole crux of the controversy is situated in beginning reading as an explicit, intensive and systematic method of teaching phonics, as opposed to implicit beginning reading through discrimination of global configurations, augmented by psycholinguistic guesses within reading context. Arguments about the advantages and disadvantages of the opposing methods have been hurdled to and fro for decades without any discernible gain. The question emerged whether research on brain physiology with respect to language and reading, a relatively new field of study, could shed light on the foundation of an accountable method for beginning reading. Renewed insights to the controversial differences were gained, and brain physiologically accountable parameters as a base for a beginning reading method were framed from these insights. / Twee opponerende aanvangsleesbenaderings word in die skole gebruik, naamlik die fonologiese benadering en die geheelbenadering, waaronder die geheelwoord-, geheelsinen die geheeltaalmetode ressorteer. Die kern van die verskil tussen die aanvangsleesbenaderings le in aanvangslees as eksplisiete, intensiewe en sistematiese foneemonderrig, teenoor implisiete aanvangslees wat die waarneming van globale konfigurasies, aangevul deur psigolinguistiese raaiskote binne die leeskonteks, aanmoedig. In die polemiek om die beste leesmetode word argumente oor die voor- en nadele ten opsigte van die begronding van hierdie opponerende metodes reeds dekades heen en weer geslinger. Navorsingsresultate word eindeloos, sonder duidelike winste, met mekaar vergelyk. Dit het die vraag laat onstaan of navorsing ten opsigte van die breinfisiologie met betrekking tot taal en lees, 'n relatief nuwe studieveld, moontlik lig sou kon werp op die begronding van 'n verantwoordbare aanvangsleesmetode. Die literatuurstudie ten opsigte van breinfisiologie het vernuwende insigte oor die polemiese begrondingsverskille na vore gebring, en breinfisiologies-verantwoordbare parameters as basis vir 'n aanvangsleesmetode is uit hierdie insigte opgestel. / Psychology of Education / M. Ed. (Psychology of Education)