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Abstract Background: It is well documented in the international literature that when implants have been placed with primary stability in the edentulous mandible, immediate or early loading of the implants can be highly successful. Success rates of between 85-98% have been reported.1 However, no evidence has been published on the success rates of implants placed post-extraction with immediate or early loading in South Africa. Objectives: The investigation reported in this dissertation was undertaken to compare the success rates of early loaded implants placed in a) Edentulous mandibles and maxillae (delayed placement), b) “Fresh” extraction sockets with prior alveolectomies within the mandible/maxilla (immediate placement). Methods: In a private maxillo-facial surgical practice and a private prosthodontic practice, the number of patients who had received implants, number of implants per patient, type of implant placed (Southern or Nobel Biocare), total number of implants, site of implant placement and type of prosthesis placed were recorded. The success rates were evaluated using the following criteria3: A) Absence of clinically detectable implant mobility B) Absence of soft tissue infections, persistent pain, paraesthesia, or discomfortimplants, site of implant placement and type of prosthesis placed were recorded. The success rates were evaluated using the following criteria3: A) Absence of clinically detectable implant mobility B) Absence of soft tissue infections, persistent pain, paraesthesia, or discomfortimplants, site of implant placement and type of prosthesis placed were recorded. The success rates were evaluated using the following criteria3: A) Absence of clinically detectable implant mobility B) Absence of soft tissue infections, persistent pain, paraesthesia, or discomfortC) Radiographic evaluation of bone loss D) Period of follow-up, that is loading period Results: The records of 22 patients who had had 121 implants placed with early loading over a 3 - 45 month period were studied. Of the 121 implants, 107 implants showed no bone loss, and 14 showed bone loss. Furthermore, 4 implants were lost in 2 patients, both patients having had implants placed in edentulous jaws. No clinical complications were seen in any patients. Conclusions: Implants with early loading placed in edentulous jaws showed a 94.1% survival rate during the study period, while those placed into fresh and immediately post-extraction sockets showed a 100% survival rate. The failure rate was too low for further analysis.

The purpose of the study was to determine if there was a difference in parental perceptions of four-year-old children who have been cared for in home care or day care, and in child-rearing practices of parents who enrolled their children in day care or cared for them at home. / The 51 children were 46-60 months old and came from intact, middle-class, Caucasian families. The day care children were enrolled in commercial day care centers. The Perception of Parents interview schedule and the Child-Rearing Practices Questionnaire were used to gather the data. / "Mother" was the parent who was nicer, kissed, tucked children in bed, and cared for sick children. "Father" was the parent who yelled, punished, was smarter, and was the object of child's anger. Day care daughters named "mother" as the parent who gave ice cream cones, and to whom the child would go for help more often than home care daughters. Day care sons named "father" as the parent who played outside with the child more often than home care sons. / Daughters of employed mothers stated that "mother" was smarter, played outside with the child, and gave ice cream cones more often than daughters with nonemployed mothers. Sons of employed mothers gave "father" as the parent who played outside with the child more often than sons of nonemployed mothers. / Fathers of home care sons used fewer behavioral rules than fathers of day care sons. Fathers of home care daughters used more rewards with children than fathers of day care daughters. Fathers of day care children preferred schoolage children over younger children more often than fathers of home care children. / Fathers of sons with employed mothers used fewer behavioral rules than fathers of sons with employed mothers. Fathers of daughters with nonemployed mothers rewarded children more often than fathers of daughters with employed mothers. Fathers of children with employed mothers preferred schoolage children over younger children more often than fathers of children with nonemployed mothers. / Source: Dissertation Abstracts International, Volume: 42-10, Section: A, page: 4287. / Thesis (Ph.D.)--The Florida State University, 1981.

The purpose of this study was to determine whether children in a day care setting increase in their development of listening vocabulary, concepts about print, and oral language proficiency when exposed to a daily read-aloud program with language interaction, to a greater extent than those exposed to (1) a read-aloud program without language interaction, (2) no planned read-aloud program or (3) from interaction with an adult in a setting other than story time. / Thirty-six children, ages three to five, attending a day care center serving a minority, racial group in a low-economic area were randomly placed into three treatment groups and one control group. All of the subjects were administered three pre-tests and three post-tests. For ten weeks the researcher met with the three treatment groups on a daily basis. Groups One and Two heard the same stories, the difference between the groups being the amount of language interaction initiated by the researcher. Group Three worked freely with art materials. / The effect of the reading aloud, language interaction and the interaction of the two were each addressed by the three post-tests. Analysis of covariance was used to measure differences, the covariates being the three pre-tests and ages of the subjects. There were no statistically significant results from the Peabody Picture Vocabulary Test or Development of Oral Language test. The results from the Concepts About Print test did show a statistically significant effect from reading aloud. Results from the Concepts About Print test did not show statistically significant effects for language interaction or the combination of reading aloud and language interaction, however. / Subsequent analysis of the means and standard deviations for each of the four groups, on each of the post-tests, plus a look at the gains and losses made by the subjects from the pre-tests to the post-tests did provide some interesting insight into possible reasons for the lack of significance in this study. Some possible variables examined were: group dynamics, actual language interaction occurrences, size of groups, age variations in groups, length of study, and physical setting and situation. / Source: Dissertation Abstracts International, Volume: 47-05, Section: A, page: 1598. / Thesis (Ph.D.)--The Florida State University, 1986.

The purpose of this study was to test the proposition that children of kindergarten age who had planned opportunities for enriched sociodramatic play would demonstrate increased levels of language performance. A 35 day study employing an Applied Behavior Analysis repeated measure multiple baseline design across subjects was undertaken to experimentally determine if there was a functional relationship between enriched sociodramatic play and an increase in levels of language performance. / Treatment conditions were enriched sociodramatic play which included (a) a shared background of information, (b) ample time, space, and realistic props, and (c) play tutoring by an adult; baseline conditions were unstructured free play. Forty-eight 15 minute language samples were collected and analyzed from three subjects matched for age, I.Q., ethnic background, and economic status, Major findings were as follows: (1) Use of words which were specifically related to a theme increased for all subjects during enriched sociodramatic play. (2) Mean length of T-unit increased for all subjects during enriched sociodramatic play. (3) Use of all words increased for two out of three subjects during enriched sociodramatic play. (4) Use of words for concepts of color, shape, number, quantity, space, and time increased for two out of three subjects during enriched sociodramatic play. (5) Two subjects increased performance on measures of specific vocabulary words, mean length of T-unit, all words and concept words during enriched sociodramatic play. (6) One subject increased performance on measures of specific vocabulary words and mean length of T-unit during sociodramatic play; performance on measures of all words and concept words was inconclusive. (7) All subjects frequently used all seven functions of language during samples taken from both unstructured free play and enriched sociodramatic play; mean number of functions increased slightly for one subject and decreased slightly for two subjects during the treatment conditions. / Based on these findings, it was concluded that a functional relationship existed between sociodramatic play and language performance. / Source: Dissertation Abstracts International, Volume: 47-01, Section: A, page: 0079. / Thesis (Ph.D.)--The Florida State University, 1985.

The present study investigated whether the spontaneous play of young children reveals levels of precursory classificatory behavior that correspond with the range of chronological ages reported by Sugarman (1983). With the purpose of documenting the conditions and variables that may contribute to the identification of classificatory patterns as children play, the study also investigated whether play maturity (Hulme & Lunzer, 1966) correlated with a child's highest observed phase of classificatory behavior. / Twenty subjects (2 girls and 2 boys at 12, 18, 24, 30 & 36 months) individually were exposed to two settings: play and non-play. Children engaged in a minimum of 10 minutes of unstructured play in an indoor preschool play setting. They also were brought to a lab-like setting, devoid of toys, and exposed to four arrays of objects, each comprised of four items of one kind and four items of another kind. / Patterns of classificatory behavior used by the subjects as they arranged stimulus objects in the non-play setting and play materials in the play setting were identified. Ratings of each child's highest phase of classificatory behavior exhibited in each setting were derived by applying the Classificatory Behavior Inventory record form. Each child's highest level of play maturity then was correlated with his or her highest phase of classificatory behavior. / The study found that not only were the same classificatory patterns observed in the two settings, play and non-play, but these behaviors occurred at substantially the same age levels as indicated by Sugarman. A direct and positive correlation existed between highest phase of classificatory behavior and the child's level of play maturity. / Source: Dissertation Abstracts International, Volume: 48-03, Section: A, page: 0555. / Thesis (Ph.D.)--The Florida State University, 1987.

High-quality school based learning practices are believed to have lasting effects on young children’s achievement. These practices include early mathematics instruction that now extend to promoting geometric and spatial sense in young children. The key contributors to these quality experiences are the early childhood teachers, whose developmentally appropriate practices are noted to shape future success of young learners. Therefore, the present study explored prekindergarten teachers’ instructional practices used to promote geometric and spatial sense in their classrooms. Additionally, this research examined the perceptions, understandings, and experiences that informed the VPK teachers’ geometric and spatial instruction. Participating in the study was a sample of five VPK teachers from three child development centers in a mid-sized county in Northern Florida. The data sources examined in the study consisted of classroom observations, video-stimulated recall interviews, and document analysis. The findings indicated that Voluntary prekindergarten teachers’ (VPK) emphasis on Developmentally Appropriate Practices (DAP) emerged as a major theme that typically presented along with subthemes such as play, active/hands-on, and guided instruction during geometric and spatial activities. The data also suggest that VPK teachers’ instructional practices were informed by both their experiences working with mentors and their role as lead teacher. However, the data also suggest that the VPK teachers in the study had an incomplete knowledge of the VPK developmental standards and benchmarks for instruction, and demonstrated surface level understandings of geometric and spatial concepts in general. Finally, the findings from this study may be beneficial when considering professional development trainings for current VPK teachers in an effort to improve the quality of mathematics instruction. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester 2018. / June 27, 2018. / Includes bibliographical references. / Lindsay Dennis, Professor Directing Dissertation; Motoko Akiba, University Representative; Elizabeth Jakubowski, Committee Member; Ithel Jones, Committee Member.

The present study examined the relation between early educational experiences the year before kindergarten entry and students’ academic and social-emotional outcomes in kindergarten and first grade. Data were drawn from the nationally representative Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (ECLS-K: 2011) (N ≈13,400). Associations of different types of early care arrangements prior to kindergarten entry were examined by using propensity score matching (PSM) analyses for trajectories of reading, mathematics, science, approaches to learning, self-control skills and externalizing behavior problems. In this study, types of pre-kindergarten early education included: center-based care, state-funded center-based care, Head Start, parental care, care provided in a home by relatives or non-relatives, and care in another home by relatives or non-relatives. The associations between the variables of interest were compared for children who had attended center-based care, state-supported center-based care, or Head Start and the reference group which included parental care, care in the home, and care in another home. The results indicated that the majority of children in the U.S. had experienced different types of early education and care arrangements during the year before kindergarten entry. Results of comparisons between the groups for children who had attended three different types of pre-kindergarten and their counterparts such as parental care, care in the home, and care in another home emerged differently in terms of children’s cognitive and social-emotional outcomes measured in the fall and spring of kindergarten and in the spring of first grade. The findings revealed that, in general, there were significant differences between scores obtained by children who had attended the three types of center-based care (i.e., center-based care, state-supported center-based care, and Head Start) and their peers who had been in some type of home based care arrangement (i.e., parental care, care in home, and care in another home). Specifically, the findings showed that children’s attendance in center-based care was associated with higher cognitive outcomes in the areas of reading, mathematics and science during the kindergarten year, in comparison to their peers who had been in parental care. Yet, these differences were negligible by the time the participants were in first grade. On the other hand, Head Start participation was associated with significantly lower scores on the cognitive measures of reading, mathematics and science, during the kindergarten year, when compared to children who had been cared for in another home by relatives or non-relatives. Further when it comes to comparisons between state-supported center-based care groups and their peers who had received parental care, former state-supported center-based care attendees had higher scores on the measures of reading and mathematics at the beginning of the kindergarten year. However, this was not the case by the end of kindergarten and first grade. In terms of children’s social-emotional outcomes, all of the significant differences on the social emotional measures between the focus and reference groups were for the fall and spring kindergarten assessments. There were no significant findings for the 1st grade social-emotional measures. Further, examination of the data with regard to the interaction between race and different types of early education revealed only one significant difference between race and participation in center-based care on the first-grade measure of externalizing problem behaviors. The findings provide information that should be of interest to researchers, teachers, parents, and policy makers in their efforts to understand the potential long-term consequences of children’s participation in different types of early education and care programs. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester 2018. / June 7, 2018. / academic achievement, early educational experience, social-emotional outcomes / Includes bibliographical references. / Ithel Jones, Professor Directing Dissertation; Yanyun Yang, University Representative; Diana Rice, Committee Member; Lindsay Dennis, Committee Member.

"To err is human. To self-repair fortunately is also." (Postma, 2000, p. 98) The overarching purpose of this research is to explore whether second language (L2) learners can identify speech errors in a digital recording of their own oral effort and can correct those errors in subsequent oral efforts. Contemporary psycholinguistic speech production models posit that self-monitoring is an integral and automatic function of online (real time) speech production. Pedagogical research has demonstrated that learners can utilize this self-monitoring/self-analysis mechanism in a post-hoc self-assessment, particularly insofar as writing is concerned, to identify and correct production errors. The current research proposes that in the same way that learners err while writing, they err while speaking and, further, that such errors are not a valid representation of their internal language systems. Hypothetically, therefore, L2 learners can identify their own speech errors via audio playback (AP) given time and opportunity, and providing they have a rudimentary knowledge of the target forms to begin with. To test this assumption, learners were provided a series of monologic Spot the Difference tasks designed to elicit agreement of gender and number in adjective forms. Participants in the experimental procedure group listened to their oral product immediately after task completion while participants in the control group listened to linguistically sterile musical selections. Results of the experiment support the hypothesis that second language learners can identify speech errors in their own oral text, that self-correction efforts do increase and improve, and that acquisition does improve over repeated trials. Interestingly, however, a main effect was noted for post-positional adjectives and not for pre-nominals. A second important aspect of this study involved testing whether lack of developmental readiness (DR) was a constraining factor for AP. Findings revealed that participants who were developmentally unready also improved in self-monitoring and accuracy in subsequent trials. The implications of these findings on current psycholinguistic speech production/perception models as well as their pedagogical implications are discussed at the conclusion of the study. / A Dissertation submitted to the Department of Modern Language and Linguistics in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Degree Awarded: Spring Semester, 2008. / Date of Defense: April 23, 2008. / Language Learning, Speech Production, Speech Perception, Oral Production, Psycholinguistic Speech Models, Linguistics, Audio Playback, Listening Skills / Includes bibliographical references. / Gretchen Sunderman, Professor Directing Dissertation; Leigh Edwards, Outside Committee Member; Michael Leeser, Committee Member; Lara Reglero, Committee Member.

The purpose of this study was to investigate the validity of the language-aggression hypothesis which suggests that high language development is associated with low observable aggression. This theory is based on Pavlov's second signalling system theory in which language is said to have regulatory capabilities in human behavior. / The main focus of this study was to examine aggressive expression in light of language maturity as opposed to language development assessed by language measures currently on the testing market. Subjects were 108 Black, White, Latin, and Oriental second and third grade children from Tallahassee, Florida. These subjects were matched for sex and social class. / A new device was developed to measure aggressive expression in both the verbal and physical mode in order to determine aggressive preference. Paradigmatic or syntagmatic response to a word association test was used as an indicator of language maturity. / The language-aggression hypothesis holds true for low language mature subjects. These subjects tended to select the physical mode of expression, but the opposite was not true for high language mature children. While these language mature children tended to use verbal aggression, the relationship was not as strong as language immaturity and the physical aggressive expression. / When explaining a child's preference for physical aggression in this model language maturity appears to be the best predictor. Sex appears to be the best predictor when examining a subject's preference for verbal aggressive expression. / The results suggest that aggressive expression is a function of language maturity for physical aggression but not so for verbal aggression. Further examination of verbal aggressive expression appears to be necessary in order to indicate underlying motivation for the selection of this mode. / Source: Dissertation Abstracts International, Volume: 41-10, Section: A, page: 4277. / Thesis (Ph.D.)--The Florida State University, 1980.