This study examines the effects of maternal teaching style on the developing problem-solving abilities of children with Down Syndrome. Mothers were divided into two groups of three each, mothers with positive expectations versus mothers with negative expectations. Mothers and children were videotaped while the mother taught the child to construct a small pyramid from 21 interlocking blocks and again when the child attempted the task independently. The tapes were coded and analyzed to examine maternal instructional style and subsequent independent child performance. Mothers who were considered to have positive expectations towards their children used appropriate scaffolding behaviors significantly more often than the mothers who were considered to have negative expectations towards their children. The children of mothers who were effective scaffolders were significantly more adept and independent problem-solvers than the children whose mothers were not effective scaffolders. The more contingent the mother's instructions were, the more independent and successful the child appeared. Scaffolding is discussed in terms of its benefits for instructing children with Down Syndrome.

Participants with Down syndrome (DS) as well as typically developing peers matched for mental and chronological age completed a 3-step movement sequence in response to visual (lights), verbal (spoken word), meaningful auditory (music), and non-meaningful auditory (tones) instructions. Results indicate that participants with DS demonstrated slower reaction time in the visual condition but were more consistent in their movement time and made fewer errors suggesting they adopted a strategy in which they traded speed for accuracy. Further, they were slowest, most variable, and made the most errors in the non-meaningful auditory condition indicating that the amount of meaning associated with the method of instruction is an important determinant of motor performance. These results support the assertion that motor performance for persons with DS is determined in part by the unique pattern of cerebral lateralization for this population while at the same time demonstrating the importance of task and stimulus familiarity.

Thesis (Ph.D.)--University of Adelaide, Dept. of Statistics, 1998? / Bibliography: leaves 223-229.

Thesis (M.A.)--York University, 2006. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 48-55). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR19674

Thesis (M.Phil.)--University of Hong Kong, 2008.

Thesis (B.Sc.)--University of Hong Kong, 2003. / "A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 2003." Includes bibliographical references (p. 27-30) Also available in print.

Zugl.: Köln, Univ., Diss.

Thesis (Ed. D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Sponsor: Frances P. Connor. Dissertation Committee: Laurence R. Gardner. Bibliography: leaves 92-111.

Thèses (M.A.)--Université de Sherbrooke (Canada), 2003. / Titre de l'écran-titre (visionné le 20 juin 2006). Publié aussi en version papier.

Thesis (Ph. D.)--University of Canterbury, 2009. / Typescript (photocopy). "February 2009." Includes bibliographical references. Also available via the World Wide Web.