This study investigated the relevance of a Neo-Piagetian theory of cognitive development in examining the competence/performance discrepancy associated with children who have specific learning disabilities. According to Neo-Piagetian theory (Pascual-Leone, 1970), a cognitive device called the M-operator is responsible for the integration of schemes necessary to solve developmental tasks. The M-capacity available to children increases in an all or none fashion according to a linear scale which corresponds to the Piagetian substages of cognitive development. A moderator variable which is conceptualized as the cognitive style field-independence-dependence may determine whether a child demonstrates his modal M-capacity on a task which demands the application of maximum M-space. A matched pairs design was applied in order to compare the performance of 25 learning disabled and 25 normally achieving boys ages 8.5 to 10.0 years on measures of M-capacity, field-independence, and level of operative thinking. It was hypothesized that the learning disabled boys would demonstrate M-capacities comparable to the normally achieving boys, but would be more field dependent, thereby manifesting a discrepancy between their structural and functional M-capacities on Piagetian tasks. Comparisons of group differences on two criterion measures of M-capacity, two measures of field independence (the Children's Embedded Figures Test and WISC-R Block Design Subtest), and seven classical Piagetian tasks which included measures of conservation, seriation, and classification abilities, yielded the following results: 1. The learning disabled group obtained significantly lower M-space estimates than the normally achieving group; 2. The learning disabled group obtained significantly lower scores on the instruments used to assess level of field independence; 3. The learning disabled group failed more Piagetian tasks than the normally achieving group, therefore manifesting a delay in operative thinking. 4. The relationships between the two measures of M-space and the two measures of field-independence were markedly different for the two samples. The results indicated a lack of independence between M-capacity and a field dependent cognitive style in the LD group; no comparable relationship was found within the NA group. Further research applying Neo-Piagetian theory in order to investigate the inefficient processing strategies used by children with learning disabilities appears warranted. Testing interventions which restructure cognitive tasks by reducing memory load demands and/or allow LD children to develop and apply efficient task strategies is needed. / Ed. D.

Previous research exploring the assumptions of process invariance (Walker, 1989) found discrepancies between process and rating outcomes when rater and ratee populations were crossed. Divergent results were attributed to differences in the ratee stimulus performance tapes. The present study attempted to explore how levels of task complexity would moderate the relationship between job knowledge and both information processing and rating accuracy. 123 male subjects were measured on their knowledge of football, and viewed the performance of either offensive tackles (complex task) or running backs (simple task) under directions to either form an impression or remember as much detail as possible. It was expected that observational purpose would moderate the type of information recalled, rating accuracy, and accuracy in recording behavior frequencies in the complex task condition only. Results supported hypotheses only for Cronbaoh-. (19S5) elevation measure pertaining to behavior frequency ratings, and consistent task complexity main effects among accuracy measures for behavior frequency ratings. Some possible limitations and explanations for the present results and some implications for future research are offered. / Ph. D.

Recently, studies in performance appraisal have focused more on the process of performance appraisal rather than on the mechanics of performance appraisal. This study focused on the individual differences among raters and the effect these differences have on recognition accuracy and rating accuracy. Specifically, individual differences were examined through individual constructs (personal prototypes) of different performance levels and individual levels of knowledge for a particular job. Furthermore, the effect of a competing task on recognition accuracy and rating accuracy were examined. The present study employed a 2 (presence/absence of competing task) X 2 (high family resemblance prototype/low family resemblance prototype) between subjects design with level of knowledge as a covariate. Eighty experienced carpentry workers and construction laborers from Southern Virginia were the subjects. The subjects were tested on their individual level of knowledge with a carpentry knowledge exam. Personal prototypes for each subject were obtained by individual interviews with each subject. The competing task manipulation consisted of subjects in the competing task condition receiving a task to complete while viewing the videotape while subjects in the no competing task condition did not receive a task. After the knowledge exam and prototype interview, the sample viewed a videotape of three carpenters performing four different woodworking tasks (sanding, sawing, hammering and staining) and completed a recognition and performance appraisal measure after observation. It was expected that subjects, regardless of their level of knowledge, with a competing task to perform during observation would make less accurate ratings than subjects with no competing task to perform. It was also hypothesized that raters with higher job knowledge would recognize more behaviors consistent with their personal prototypes and falsely recognize more behaviors from their personal prototypes than lower knowledge raters. Further, it was hypothesized that lower job knowledge raters should be more accurate in their recognition of ratee behaviors than would higher job knowledge raters. Further, it was hypothesized that higher knowledge raters would falsely recognize behaviors consistent with their personal prototype when there was a competing tasks than when was no competing task. There should be no difference for lower knowledge raters. Finally, it was hypothesized that high job knowledge raters would make less accurate performance appraisal ratings because of their reliance of their personal prototypes under increased processing conditions whereas there should be no such differences for lower job knowledge raters. The competing task did serve to divide the subjects attention in viewing the videotape as compared with subjects without a competing task. Little support was obtained for the hypotheses. These findings suggest that the presence/absence of competing task did not significantly effect rater accuracy and that subjects’ personal prototypes did not effect neither their recognition accuracy nor rating accuracy. Future implications for research study will be offered. / Ph. D.

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The purpose of this study is to investigate the relationship between task-related attributes and the elicited cognitive processes of a human decision maker. Previous findings on the feasibility of using cognitive style as a guideline for information systems research and design were inconclusive. It is vital to design a system that meets users decision behavior, but the inherent hazards of information systems design based exclusively on user cognitive styles is suspect. This study provides a basis for understanding the potential variation of cognitive processes across different task environments.

The objective of this study was to examine the effectiveness of alternative advertising presentation formats, and the quantity of information presented in advertisements in overcoming possible information-processing deficits in senior adults that could affect their recall of ad attributes and brand name, the cognitive responses generated, and attitude toward the ad. In addition, the study examined the effectiveness of retirement status as a classification or segmentation variable in comparison with the use of the more traditional classification variable, chronological age. A convenience sample of senior adult volunteers from church groups, social clubs, and civic organizations from the local area were randomly assigned to one of nine experimental conditions. The experiment utilized a simulated magazine to test the effects of presentation formats (3 levels), and quantity of information (3 levels) on senior adult's recall, cognitive responses and attitude toward the test ads. Covariates (gender, wealth, education, activity level, health, and income) were used to reduce variance. The findings clearly indicate that the presentation format of the can ad adversely affected the memory of some senior adults. In addition, the results were significantly different across the different age levels. Retirement status was less beneficial than chronological age in the current study, but did reveal a marginally significant difference between seniors due to the number of attributes contained in the test ads. The implication of findings for advertisers and those who design marketing communications for seniors are numerous, and relate to the marketer's communication goals. Senior adults may prefer print media, but the inappropriate use of presentation format and the number of product attributes in the ads could have an adverse and significant impact when communicating with senior adults. Recognition of the information-processing differences of senior adults would result in more effective marketing communications for this rapidly growing and important segment of our society.

Considering the explanations of schizophrenia that presume schizophrenia spectrum disorders (e.g., schizotypal personality disorder, schizoaffective disorder, etc.) to be genetically related to schizophrenia, the purpose of this study was to investigate the attention and information processing abilities of individuals who have been identified as schizotypal or psychosis-prone (i.e., schizophrenia spectrum functioning in individuals who do not have schizophrenia). Research indicates that persons identified as psychosis-prone may show attention and information processing deficits similar to individuals with schizophrenia. The identification and description of individuals who later decompensate into schizophrenia would advance the understanding of schizophrenia and its causes. The Chapman's PER-MAG scale (Perceptual Aberration-Magical Ideation) was used to identify 35 hypothetically psychosis-prone college students (schizotypy group) and 42 normal college students (nonschizotypy group) out of the 806 volunteer subjects. Their attention and information processing abilities were measured by COGLAB (a multiparadigmatic cognitive test battery that represents a continuum of cognitive functions, from preattentional to attentional, to conceptual). Their social adjustment was measured by the Premorbid Adjustment Scale (PAS). The hypotheses of the study were that the hypothetically psychosis-prone subjects would perform poorer than controls on COGLAB measures and that COGLAB measures of a more molar nature would better predict social adjustment than would the more molecular tasks. The results of the study did not support the hypotheses as there were no significant differences between the schizotypy group and the nonschizotypy group and the measures of a more molar nature did not better predict social adjustment. Further research might consider increasing the sample size, applying more stringent cut-off criteria for the schizotypy group, and verifying the validity of using PER-MAG, COGLAB, and PAS with this population. Further research also needs to clarify the ways in which those identified as psychosis-prone process information like (or unlike) nonschizotypes and how their current social functioning might be related to their deficiencies.

Psychiatric patients, particularly schizophrenics, tend to be less accurate decoders of facial expressions than normals. The involvement of three basic information processing stages in this deficit was investigated: attention; encoding; and processing. Psychiatric inpatients, classified by diagnosis and severity of pathology, and nonpatient controls were administered seven facial cue decoding tasks. Orientation of attention was assessed through rate of diversion of gaze from the stimuli. Encoding was assessed using simple tasks, requiring one contrast of two facial stimuli and selection from two response alternatives. Processing was assessed using a more complex task, requiring several contrasts between stimulus faces and selection from numerous response alternatives. Residualized error scores were used to statistically control for effects of attention on task performance. Processing task performance was evaluated using ANCOVA to control for effects of encoding. Schizophrenics were characterized by generalized information processing deficit while affective disorder subjects evidenced impairment only in attending. Attention impairments in both groups were related to severity of psychopathology. Problems in encoding and processing were related only to a schizophrenic diagnosis. Their decoding deficits appeared attributable to general visuospatial discrimination impairment rather than repression-sensitization defenses or the affective connotation of cues. Adequacy of interpersonal functioning was associated with measures of attending and processing but not encoding. The measures of encoding, however, may have lacked adequate discriminating power due to low difficulty.

This study attempted to explore the strength and nature of relationships between specific intellectual information processing skills included in a multi-dimensional model conceived by Guilford, and measured by Meeker's Structure of Intellect - Learning Abilities Test, and specific musical aural discrimination skills as measured by Gordon's Musical Aptitude Profile. Three research questions were posed, which involved determining the strength and the nature of the relationship between MAP melodic, rhythmic, and aesthetic discrimination abilities and the intellectual information processing skills comprising the SOI - LA. Both instruments were administered to 387 fourth, fifth, and sixth graders from schools in the Dallas area. After a pilot study established the feasibility of the study and reliability estimates of the test instruments, multiple regression analysis determined that 10% to 15% of the variance between intellectual information-processing skills and the individual musical aural discrimination abilities was in common (r = +.32 to r = +.39). It was further determined that only six specific SOI intellectual dimensions, all involving the skills of "Cognition" and "Evaluation", were significantly related to the musical aural discrimination abilities. Through the use of the Coefficient of Partial Correlation, the strength of each individual information-processing skill's unique contribution to that covariance was determined. The study indicated that "Semantic" mental information processing skills, involving the ability to recall an abstract meaning or procedure given an external stimulus, play an extremely important part within this relationship. Skills of a "Figural" nature, which involve comprehending either a physical object or an non-physical idea and separating it from other impinging stimuli also enter into the relationship, although not to so high an extent. Finally, it was observed that the dimensions involving an understanding of "Systems", those mental skills which deal with groupings of figures, symbols, or semantic relationships, also was important to the relationship.