Thesis (M. Sc.)--University of Canterbury, 2009. / Typescript (photocopy). Includes bibliographical references (leaves 82-94). Also available via the World Wide Web.

Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 2004. / Vita. Includes bibliographical references (leaves 109-114).

Thesis (doctoral)--Universität Leipzig, 2001. / Includes bibliographical references (p. 141-159).

Thesis (M. Phil.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 75-80).

published_or_final_version / abstract / toc / Psychology / Master / Master of Philosophy

The current program of research tests the following main hypotheses: 1) Synesthetic correspondence is an amodal property that serves to bind intersensory signals and manipulating this correspondence between pairs of audiovisual signals will affect performance on a temporal order judgment (TOJ) task; 2) Manipulating emphasis during a TOJ task from spatial to temporal aspects will strengthen the influence of task-irrelevant auditory signals; 3) The degree of dimensional overlap between audiovisual pairs will moderate the effect of synesthetic correspondence on the TOJ task; and 4) There are gaps in current perceptual theory due to the fact that synesthetic correspondence is a potential confound that has not been sufficiently considered in the design of perception research. The results support these main hypotheses. Finally, potential applications for the findings presented here are discussed.

No description available.

The present study was designed to examine students' comprehension and problem representation when reading and solving algebra word problems in their first language (L1: Spanish) and their second language (L2: English). The main interest was to investigate the role of the L2 in performing the task. It was hypothesized that difficulty in understanding and solving word problems is a function of carrying out the task in the L2 and discourse factors inherent to the specific type of text. / The sample consisted of 31 grade 9 students who attended a private bilingual school in a Colombian city. Students were asked to think aloud as they solved four problems that dealt with the topics of ratio and percentage. Problem presentation was counterbalanced with respect to topic, but the language of presentation was kept fixed; i.e., the first set of ratio and percentage problems were in English and the other set in Spanish. Students were allowed to use either language when solving the problems. There was a short post-task semi-structured interview. Students' think aloud protocols and answers to problems were analyzed. / The results support the role that language plays in performing this type of task, although not in the way that it was initially predicted. The results suggest that the language of instruction plays a more important role than whether the task is performed in L1 or L2. Thus, the hypothesis that completing the task would be more difficult in the L2 was not supported. The results suggest that the difficulty with word problems resides in the mismatch between text comprehension, the situation presented in the text and the mathematical representation. The evidence is discussed within the framework of current explanations for performance in word problems in the L1 as they apply to the bilingual case, and theories of text comprehension. It is argued that current explanations for performance in word problems in the L1 apply to the bilingual case, but with the caution that the interaction between the content of the subject domain, and the knowledge students have of the language of instruction and their first language must be taken into account.

Anthropology, and other disciplines have searched for isomorphic principles and rules operating in information systems. This thesis locates and describes this deep structure applicable to all information systems. It presents a model for information flow as a set of ordering principles revealing universal patterns inherent in nature, a set of transformation rules functioning to increase organization and complexity, and a structure for this activity. The model is isomorphic: it demonstrates similar operational behavior in different systems. Major features of the model include polarity, emergent or transformational phenomena, self-organization, and a trajectory traveling through a hierarchical structure representing the flow of information. Polar opposition is the primary functional mechanism, and has two critical roles. It initiates and maintains the trajectory through time and stabilizes the system by representing existence in time. The author applies the model to consciousness, neurogenesis, ontogeny, social behavior, mythology, rites of passage, and other systems. / Department of Anthropology

This study investigated the interaction between test feedback style (interactive and delivered) and a client’s information processing style (experiential and rational) based on Cognitive Experiential Self-Theory (CEST) with a sample comprised of 39 clients from a university outpatient clinic and a community outpatient clinic in a midsized, midwestern city. Participants were randomly assigned to one of three groups: interactive test feedback, delivered test feedback, and examiner attention control group. Participants attended three sessions (initial session, feedback session, follow-up session) with a doctoral-level examiner. Participants in the two experimental groups (interactive and delivered feedback) received test feedback on their MMPI-2 profiles based on their assigned feedback condition while participants in the control group were not provided with feedback until after the conclusion of the study. The instruments assessing client response to treatment over time consisted of process-oriented (client’s perception of counselor and session) and outcome-oriented (symptomatology and self-esteem) measures. The results of two MANCOVAs (one for process and one for outcome variables) found no difference between participants who received test feedback and the control group. Partial support was found for the attribute by treatment interactions. There was some support for the matching effect of experiential information processing and interactive test feedback. This interaction was significant for self-esteem; individuals with higher levels of experiential information processing who received interactive feedback reported higher levels of self-esteem over time than those participants receiving delivered feedback or examiner attention only. The interaction of experiential information processing and treatment group was also significant for symptomatic distress; however, this interaction was opposite to the hypothesized direction. A matching effect for rational information processing and delivered test feedback was not supported. Finally, the three-way interaction of test feedback style, information processing style, and time was not significant for the process- or outcome-oriented benefits. The current study is one of the first studies to examine personality feedback with a community outpatient population. The lack of support for the benefits of personality feedback is noteworthy. In part, the results may be explained by low statistical power. Further examination of beta weights and directions of effects, however, suggest that even with a larger sample support for the benefits of personality feedback may not be found. These findings suggest caution should be exercised in generalizing previous results to a more severely impaired community population. Other limitations are discussed and implication for theory, research, and practice are provided. / Department of Counseling Psychology and Guidance Services