Thesis (M.A.)--Lancaster Bible College, 2004. / Abstract. Includes bibliographical references (leaves 43-45, 57).

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Thesis (M.A. Rel.)--Anderson School of Theology, 1987. / Abstract. Vita. Includes bibliographical references (leaves 72-75).

Thesis (Ph. D.)--Western Conservative Baptist Seminary, 1986. / Typescript. Includes bibliographical references (leaves 130-137).

Thesis (Ed.D.)--Boston University. Missing page 28

In several experiments, masked repetition priming in the lexical decision task was greater when prime validity, defined as the proportion of repetition versus unrelated primes, was high (.8 vs. .2), even though primes were displayed for only 45 or 60 ms. A similar effect was also found with masked semantic primes. Prime validity effects are not predicted on a lexical entry-opening account of masked priming nor are they consistent with the use of prime validity effects as a marker for the consciously controlled use of primes. Instead, it is argued that episodic traces are formed even for masked primes, are available as a resource that can aid word identification, and are generally more likely to be recruited when their validity is high. However, prime validity effects did not obtain when targets varied markedly from trial to trial in how easy they were to process. Here, it appears that trial-to-trial discrepancies made the lexical decision task more difficult, causing an increase in prime recruitment, at least when prime validity was low. Consistent with this claim, prime validity effects emerged when these trial-to-trial discrepancies were minimized. / Graduate

Please read the abstract in the section 00front of this document / Thesis (DPhil (Psychology))--University of Pretoria, 2007. / Psychology / unrestricted

Three groups of nine male hooded rats each were either daily shocked, daily handled, or left undisturbed from three to 22 days of age. When 67 days old, all Ss were administered a series of emotionality tests followed by five days of training in a brightness discrimination task which required a minimum of locomotion. This was followed by a drinking suppression test based on a conditioned fear measuring procedure designed by Leaf and Muller (1965). The shocked rats showed less emotionality and superior learning than the handled and nonhandled rats. The drinking suppression test failed to distinguish between the groups although there was a significant conditioning effect. A correlation of all the dependent measures indicated that differences in locomotor activity might have been reflected in the learning scores. It was concluded that infantile handling and shock affected adult emotionality and learning differently, and that neither manipulation produced unitary effects on the emotionality measures. / Arts, Faculty of / Psychology, Department of / Graduate

The research presented in this thesis was designed to investigate the effects of age on infant preferences for stimuli of different complexity levels. The hypothesis was that the older the infant, the more complex the pattern he prefers. Hershenson (1964) presented three checkerboard designs containing 2x2, 4 x4, and 12 x 12 black and white squares to newborn infants. He found that the infants preferred the stimuli in decreasing order of their complexity. The purpose of the first experiment of the present research was to compare the responses of older Infants towards these stimuli with those of Hershenson's newborns. In Experiment I, 10 and 20 week old infants were presented with the three checkerboards in a single stimulus presentation procedure. The length of time during which each stimulus was fixated by an infant was recorded. It was found that the Infants of both age groups preferred the stimuli in increasing order of their complexity. These results complemented those of Hershenson (I964) I n supporting the hypothesis that older infants prefer stimuli of greater complexity than do younger infants. The fact that no difference was found in the preferences of the 10 and 20 week olds was attributed to the fact that the set of stimuli used did not encompass a wide enough range of complexity. Further support of the hypothesis was sought on Experiment II. Using the same single stimulus presentation procedure as that used in Experiment I, three, eight and 14 week old infants were presented with three black and white checkerboards containing 2x2, 8x8, and 24 x 24 squares. In terms of total fixation time for each stimulus, three week olds preferred the least complex stimulus, eight week olds preferred the stimulus of intermediate complexity, and 14 week olds preferred the most complex stimulus. These results support the hypothesis that the older the infant, the more complex the pattern her prefers. However, three week olds did not look significantly longer at the 24 x 24 checkerboard than at a plain gray square with which they were also presented. This suggests the possibility that they could not perceive the pattern of this stimulus. A control study seems warranted. One subsidiary purpose of the research was to compare various response measures, namely total fixation time, length of first fixation, and rate of habituation. The latter response measure was of no value in detecting the preferences of the infants for the stimuli. The total fixation time and length of first fixation measures gave the same patterns of preference with each age group. With both measures an increasing preference for complexity with age was found. However, it was felt that total fixation time was the more sensitive and reliable of the two measures. Another purpose of the research was to compare two experimental procedures in the study of infant attention - single stimulus and pair comparisons. In Experiment III, 8 and 14 week old infants were presented with the 2x2, 8x8, and 24x24 checkerboards in a modified pair comparisons procedure. The results obtained were consonant with those obtained in Experiment II and supportive of the hypothesis. The eight week old group preferred the stimulus of intermediate complexity over the other two, while the 14 week old group preferred the most complex, stimulus over the others. The results of the experiments presented in this thesis were congruent, and were supportive of the hypothesis that increased preference for complexity comes with age. / Arts, Faculty of / Psychology, Department of / Graduate

This study tested the hypothesis that students who were identified as possessing an intuitive preference, or cognitive style, on the Myers-Briggs Type Indicator would learn most about a series of poetry concepts if they were in an environment which emphasized discovery learning and low levels of structure. Conversely, those students who were identified as possessing a sensing preference, or cognitive style on the indicator would learn most in a more directed and structured environment. Data was gathered on 167 Grade 8 students who had been randomly assigned to two treatment groups. Analysis of variance and linear regression revealed significant disordinal interaction for one of the two treatment methods. The interaction partially supported the hypothesis: "N" students achieved most in a discovery-learning environment (P<.005 and P<.001), while "S" students were not significantly advantaged in the more directed and structured environment. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate