Thesis (M.S.)--Central Connecticut State University, 2000. / Thesis advisor: Cassandra Broadus-Garcia. " ... in partial fulfillment of the requirements for the degree of Master of Science in Art Education." Includes bibliographical references (leaves 100-103).

Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves 76-82).

Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves 82-85).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves 75-82).

Thesis (M.A.)--York University, 2005. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 67-72). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss &rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11742

Thesis (Honors)--College of William and Mary, 2009. / Includes bibliographical references (leaves 34-37). Also available via the World Wide Web.

Thirty volunteer subjects were given thirty trials on the pursuit rotor. Twenty trials were given on one day and ten further trials were given approximately twenty-four hours later. The subjects were randomly assigned to one of three groups: 1) the directed stress group: 2) the non-directed stress group: and 3) the control group. Shock and instructions were used to induce the stress in the two stress groups. The instructions to the directed stress group were assumed to have directed the subjects' attention toward the pursuit rotor task, while the instructions to the non-directed stress group were not designed to give direction to their attention. The results showed that there was no difference in performance due to either stress condition when compared to the control group. However, when tested twenty-four hours later, both stress groups showed significant improvements in learning over the control group. There was no significant difference in learning between the two stress groups. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

An experiment was designed to test the role of knowledge of results (KR) in perceptual trace (PT) development with KR temporal delay intervals and presence or absence of KR as independent variables. Each of three groups of 10 Ss_ per group had a specific arrangement of KR temporal delay intervals such that over all groups there were two KR delay intervals of 1.0 and 30.0 seconds, two post-KR delay intervals of 10.0 and 39.0 seconds and two intertrial intervals (ITI) of 11.0 and 40.0 seconds. All groups performed a linear positioning task over three phases of responding in order to vary the presence or absence of KR. Two hypotheses were tested. Hypothesis 1, which stated that the post-KR delay interval is the locus of post-KR phase response bias, was not supported by the results. However, there was a tentative finding that the KR phase ITI is the locus of post-KR phase response bias, which supports both the concept of a functioning,PT and the concept that the PT is formed solely from response-produced feedback (FB). Hypothesis 2, which stated that KR does not permanently affect response variability, was supported by the results. Response variability was the same prior to (i.e., pre-KR phase) and following (i.e., post-KR phase) the presentation of KR. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Task variety during training was manipulated to assess residual effects on skill acquisition during subsequent transfer to a novel perceptual motor task. The task involved tracing a four-point star pattern displayed on a personal computer with a "mouse," while receiving variation in visual feedback from the CRT display. Variety during training involved two cases of abnormal visual feedback (left-right reversal and 90 degree tilt) Task variety (i.e., visual feedback) was manipulated and counterbalanced in four levels: alternated variety (trial by trial), blocked variety (in five trial sets), no variety (i.e., one type of feedback), and a control condition that trained with no displacement (normal feedback). All groups were tested with inverted feedback (up-down reversal) as the novel transfer task. The number of trials was fixed as 10 trials each for the training and transfer phases. Dependent measures were RMS error and time to completion. During training, significant differences revealed that the alternated variety condition was the most difficult to learn, followed by blocked variety, no variety, and the control condition. The two variety groups did not differ in performance on the first transfer trial. The alternated group traced faster on transfer trials two through five, however, the blocked group was more accurate. The no variety group performed superior to the two variety conditions combined, on all of the first five transfer trials. Although the control group performed with significantly fewer errors than the treatment conditions on the first transfer trial, the treatment groups performed significantly faster than the control group on transfer trials two through five. These results indicate that task variety under these circumstances was generally no advantage to transfer performance. It is speculated that variation may indeed improve transfer with longer training periods.