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Youth, disadvantage and the underclass in South WalesCieslik, Mark January 1997 (has links)
No description available.
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The involvement of working memory in children's drawing developmentMorse, Rachel Claire January 1999 (has links)
No description available.
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The development of remote controlled survey equipment to measure abandoned mine workingsStuttle, Michael Christopher January 1999 (has links)
No description available.
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Schooling and the school/post-school transition in urban South WalesBrown, Phillip January 1985 (has links)
No description available.
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The determination of strain distributions in forgingsOyekanmi, B. O. January 1988 (has links)
No description available.
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Nonconformity, labour and the social question in Wales 1906-1939Pope, Robert Philip January 1995 (has links)
No description available.
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Badfellas : an ethnography of crime, tradition and changing masculinities in a northern cityWinlow, Simon January 1999 (has links)
No description available.
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Working memory capacity in English monolingual and Afrikaans/English bilingual grade 1 learners.Van Rooyen, Tahiti 10 September 2009 (has links)
Many learners in South Africa first encounter English when it is used as a medium of
instruction at the start of formal schooling. This has ramifications for literacy
acquisition and academic performance. Working memory is responsible for distributing
cognitive resources among the various processing and storage tasks. It has been pivotal
in many cognitive theories linking working memory to academic skills like reading
comprehension and mathematics ability. In addition, research indicates that both Short
Term Memory (STM) and Working Memory (WM) are instrumental in cognitive
processing but that in bilinguals their roles are more complex than they are in
monolinguals. This research explored the capacity of WM and the role of WM in
reading comprehension and mathematical ability in two South African populations: a
monolingual English group (L1) and a bilingual Afrikaans/English group (L2). No
significant differences were found in the WM capacity of the two groups. In the second
part of the study it was found that both reading comprehension and bilingualism depend
on the same verbal domain resources of WM, which act as constraining factors for the
L2 group. However, in the L1 group, there appeared to be less competition for verbal
domain resources and more for visuospatial resources probably due to the phase of
literacy acquisition these learners were in. In terms of WM and mathematical ability it
was found that bilinguals exceed their storage capacity (STM) before they run out of
processing capacity (WM). STM therefore is a constraining factor for this group.
However, for the L1 group, visuospatial processing is the constraining factor. The
research concludes that bilinguals use WM both for semantic processing of their nondominant
language and for complex cognitive processing. While the WM capacity for
monolingual and bilingual learners appears to be equivalent, the way the resources are
allocated during cognitive tasks differ.
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Exploring black South African women academics' perspectives on the relationship between culture, education and parentingAmbrose, Jacqueline Mina 28 July 2016 (has links)
Dissertation Submitted to fulfil the requirements for the Degree of Master of Arts by Research (Psychology) by Dissertation Only / The aim of this study was to explore black South African women academics’ constructions of
culture, mothering and education. The study further explored the relationships inherent
between these aspects. The study followed a qualitative design through the utilisation of
open-ended interviews that took place at a large urban public university in Johannesburg,
South Africa. Nine women in academia who were linked predominantly to the field of
health, who were of African descent and who had children between the ages of 0 and 18 years
old were interviewed. The results illustrated that the women used multiple sources in the
construction of their identities, some of which were congruent whereas between others there
were tensions. The largest influence in their constructions of their identities was their
religious affiliation, which took precedence over all other influences. At different stages of
life their diverse identities held various significances to the women. This study is important
because it is the first to investigate mothering in a low-risk African group
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Subgroups of working memory deficits and reading comprehension.Irons, Diane 19 May 2011 (has links)
Rationale : Investigating the relationship between working memory and reading
comprehension will lead to an improved understanding of the nature of working memory
and will reveal how working memory contributes to reading comprehension failure. A
pattern of working memory deficits will determine if ‘signature’ working memory profiles
exist which will assist in the diagnosis and treatment of children with reading
comprehension difficulties.
Aims : (1) To explore the relationship between working memory and reading
comprehension to determine if there are ‘signature’ working memory profiles that
distinguish subgroups of Grade 5 English language learners with different comprehension
capabilities. (2) To determine if a domain-specific or general working memory system is
implicated in reading comprehension. (3) To explore the particular role played by the
episodic buffer zone in reading comprehension.
Method : Eighty Grade 5 English learners were tested on the GORT-4, AWMA and CELF-
4 Recalling Sentences Subtest. Based on their accuracy/decoding and comprehension
scores on the GORT-4, participants were assigned to one of four reading ability groups:
Skilled Reader Group; Reading Disabled Group; Poor Comprehender Group; or Poor
Fluency Group. Comparison of mean standard scores determined how the four reading
ability groups fared on the five memory components. Correlation and regression methods
investigated the relationships between the five working memory variables and reading
comprehension across the four reading ability groups.
Results : Working memory plays a role in reading comprehension. The Skilled Reader
group displayed intact working memory profiles, whilst the Reading Disabled group
performed in the low average range on four working memory variables and below average
on the fifth viz. sentence recall. The Poor Comprehender group’s working memory
performance resembled that of the Skilled Reader group on two working memory
variables. The Poor Fluency group performed below average on visuo-spatial short-term
memory. These findings gave evidence of the inter-play between domain-specific and
domain-general components of working memory during the complex task of reading
comprehension. In addition, the findings highlighted the predictive role of sentence recall,
as well as that of verbal working memory in reading comprehension. The episodic buffer
was shown to play an important binding function between fluid and crystallised knowledge.
The results suggested that reading comprehension was affected by a learner’s working
memory capacity, however, working memory alone did not account for variations in
performance. Lower-order and higher-order cognitive processes, as well as the interaction
between fluid and crystallised knowledge appear essential to authentic reading. This has
ramifications for prevention and remediation of reading comprehension deficits and
underscores the important role of the speech therapist in literacy promotion.
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