Thesis (Ph. D.)--University of Texas at Austin, 2003. / Supervisor: S. V. Sreenivasan. Vita. Includes bibliographical references. Available also from UMI Company.

Abstract of Thesis (Ph. D.)--Washington University, St. Louis. / On cover: Washington university doctoral dissertations. Bibliography: p. [49]-53.

Thesis (M.A.)--Si li Zhongguo wen hua xue yuan, 1974. / Reproduced from typescript. Errata slip inserted. Includes bibliographical references (p. 245-252).

Thesis (Ph. D.)--University of Chicago, Dept. of Economics, August 2001. / Includes bibliographical references. Also available on the Internet.

Thesis (M. Sc.)--York University, 1998. Graduate Programme in Biology. / Typescript. Includes bibliographical references (leaves 95-100). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL:http://wwwlib.umi.com/cr/yorku/fullcit?pMQ27359.

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This study was designed to investigate the relationship of eye movements of grade five pupils to variations in readability levels. A further purpose was to assess the effects of these variations on the eye movements of pupils of poor, average, and good reading ability. Twenty pupils were selected at random for each of three groupings of poor, average, and good readers from a total of 213 grade five students. Each subject's independent, instructional, and frustration level was determined using the Botel Reading Inventory A. Eye movements were recorded for each subject at each of the three levels using E.D.L's Biometric Reading Eye II and passages from the Reading Eye Test Selections. Number of fixations and regression, average duration of fixation, average reading rate, and comprehension percentage were computed for each recording. Analysis of variance was used to determine the significance of both inter-group and intra-group variations and post-hoc comparisons were made using Student Newman-Keuls test. The fiver per cent level of significance was set as the acceptable level for significant difference. Analysis of the results revealed significant differences between poor, average, and good readers in the number of fixations, regressions, average span of recognition, and average reading rate when reading at their independent, instructional, and frustration levels. Poor readers also exhibited a significantly longer average duration of fixation than either average or good readers at their independent, instructional, and frustration levels but no significant difference in average duration of fixation was found between average and good readers at these levels. No significant differences were found in the number of fixations, number of regressions, and average span of recognition of grade five students reading at their independent or instructional levels. Significant differences were found in all eye movement components, number of fixations, number of number of regressions, average span of recognition, average duration of fixation, and average reading rate, of grade five students reading at their independent or frustration levels. Graphs of the mean values for the eye movements of average and good readers indicated a linear trend from independent to instructional to frustration levels for average span of recognition and average duration of fixation. The performance of poor readers for average span of recognition and average duration of fixation did not follow the same pattern as that for average and good readers but, rather, suggested a significant relationship between appropriateness of material (instructional level) and eye movement behavior which warrants further investigation. Further support for this relationship was provided by the superior performance of poor and average readers in terms of the number of fixations and regressions exhibited at their instructional level as opposed to the independent or frustration levels. / 1976

The improvement in tracking a moving target for an extended period of time was measured on seven human subjects. Each subject was presented with a moving target for a few consecutive runs. The mean square error (MSE) between the eye position and the target position was measured for each run, also, the MSE between the eye velocity and the target velocity was measured. These MSEs were plotted versus time to obtain the learning curves. One subject did not show any improvement in MSEs. For four subjects the position MSE decreased with time. One of these four, the one who obtained the best results, also showed an improvement in his velocity MSE. Two subjects learned to adjust their eye velocity to the target's velocity, as well as to maintain small position mean square errors.