Thesis (Ph. D.)--University of Wisconsin--Madison, 1964. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.A.)--University of Wisconsin--Madison, 1971. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.A.)--University of Wisconsin--Madison, 1982. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 81-85).

Esta tese aborda o tema Transitividade Verbal em construções predicativas encontradas em corpus construído com textos jornalísticos impressos do Brasil. Os verbos são estudados segundo ocorrências retiradas de jornais de grande circulação em três capitais. Toma-se a semântica, a pragmática e a sintaxe como determinantes potenciais da transitividade verbal e aborda-se o tema segundo perspectiva histórica, ou seja, procura-se desenhar o percurso do tema nos estudos de língua portuguesa desde a sua primeira gramática, chegando-se, então, a reflexões mais atuais e também ao tratamento dispensado aos verbos e sua construção predicativa em dicionários e em gramáticas pedagógicas. O confronto com estudos acerca da língua espanhola também é motivo de atenção, devido à proximidade que o tema apresenta nas duas línguas. A partir desses estudos, buscou-se elaborar quadro sistemático e mais coerente dos verbos segundo a transitividade e construção predicativa, procurando aliar-se a base teórica consistente, apresentada pela tradição dos estudos gramaticais, às reflexões técnico-científicas acordadas com a realidade lingüística levantada a partir do corpus / This theory approaches the theme Verbal Transitivity starting from the predicative constructions found in corpus of the printed of Brazil journalistic language. The verbs are studied according to solitary occurrences of newspapers of great circulation in three capitals. It is taken the semantics, the pragmatic and the syntax as potential determinant of the verbal transitivity and the theme second historical perspective is approached, in other words, it tries to draw the course of the theme in the studies of portuguese language from her first grammar, being arrived, then, to more current reflections and also to the treatment released to the verbs and her predicative construction in dictionaries and in pedagogic grammars. The confrontation with studies concerning the spanish language is also reason attention for, due to the proximity that the theme presents in the two languages. To leave of those studies, it is looked for to elaborate systematic and more coherent picture of the verbs according to the transitivity, trying to ally the solid theoretical base presented by the tradition of the grammatical studies to the awake technician-scientific reflections with the lifted up linguistic reality starting from the corpus

Esta tese aborda o tema Transitividade Verbal em construções predicativas encontradas em corpus construído com textos jornalísticos impressos do Brasil. Os verbos são estudados segundo ocorrências retiradas de jornais de grande circulação em três capitais. Toma-se a semântica, a pragmática e a sintaxe como determinantes potenciais da transitividade verbal e aborda-se o tema segundo perspectiva histórica, ou seja, procura-se desenhar o percurso do tema nos estudos de língua portuguesa desde a sua primeira gramática, chegando-se, então, a reflexões mais atuais e também ao tratamento dispensado aos verbos e sua construção predicativa em dicionários e em gramáticas pedagógicas. O confronto com estudos acerca da língua espanhola também é motivo de atenção, devido à proximidade que o tema apresenta nas duas línguas. A partir desses estudos, buscou-se elaborar quadro sistemático e mais coerente dos verbos segundo a transitividade e construção predicativa, procurando aliar-se a base teórica consistente, apresentada pela tradição dos estudos gramaticais, às reflexões técnico-científicas acordadas com a realidade lingüística levantada a partir do corpus / This theory approaches the theme Verbal Transitivity starting from the predicative constructions found in corpus of the printed of Brazil journalistic language. The verbs are studied according to solitary occurrences of newspapers of great circulation in three capitals. It is taken the semantics, the pragmatic and the syntax as potential determinant of the verbal transitivity and the theme second historical perspective is approached, in other words, it tries to draw the course of the theme in the studies of portuguese language from her first grammar, being arrived, then, to more current reflections and also to the treatment released to the verbs and her predicative construction in dictionaries and in pedagogic grammars. The confrontation with studies concerning the spanish language is also reason attention for, due to the proximity that the theme presents in the two languages. To leave of those studies, it is looked for to elaborate systematic and more coherent picture of the verbs according to the transitivity, trying to ally the solid theoretical base presented by the tradition of the grammatical studies to the awake technician-scientific reflections with the lifted up linguistic reality starting from the corpus

Twenty-five grade 11 and 12 subjects (Ss) performed 70 Trials by the anticipation method of PAL on each of two 12 pair lists. The experimental condition consisted of a single 12 pair list in which the pairs to be learned were mediately as well as immediately associated. The list comprising the control condition differed only in that the pairs to be learned were not mediately associated with one another. Low " a " value verbal items and a 1 .6 sec. presentation interval were used. The purpose of these measures was to determine whether, as Hull's (1939) model of secondary generalization would indicate, an associative connection can be formed between two previously unrelated verbal items by associating each independently with a third verbal item. The hypothesis that learning performance on the mediately associated items would be superior to the control items was supported with a significant difference between the two occurring at the fourth block of two trials. In addition, postexperimental interview data indicated that only three of the 25 Ss in the experimental condition became spontaneously aware of the mediational relationship among the items in their list. The results are interpreted as indicating that associative as well as conceptual process can be involved in the mediational facilitation of verbal learning. / Arts, Faculty of / Psychology, Department of / Graduate

abstract / Psychology / Master / Master of Philosophy

No description available.

The primary purpose of this study was to investigate the relationship between each of three variables of creativity — Verbal Fluency, Verbal Flexibility, Verbal Originality — and each of nine measures of sensory perception. The nine sensory measures included three visual, three auditory, and three tactual tasks.

A STUDY OF VERBAL IMMEDIACY IN ARMY SIMULATOR MAINTENANCE TRAINING Robin Leigh Fulkerson August 2004 48 pages Directed by: Sally Hastings, Judith Hoover, and George Musambira Department of Communication Western Kentucky University Rapid development of computer technology has encouraged the use of computers in education; however, understanding the impact this technology has on classroom communication is just beginning. At present, no studies explore the impact computer systems (e.g., virtual reality simulation) have on verbal immediacy. This study examines the influence simulator training has on verbal immediacy and quality of instruction between students and instructors in Army maintenance training. Thirty-nine Army maintenance students in simulator and instructor-based training responded to the verbal immediacy survey designed to measure the significance of instructors’ verbal immediacy behaviors as perceived by students. Overall verbal immediacy ratings were high, but no significant differences were found between instructors’ verbal immediacy behaviors in the two training types. Possible reasons for the simulator ratings are explored. A second study was performed on instructors to determine the perceived effectiveness of simulator training versus instructor-based methods. Nineteen instructors completed a questionnaire comparing the two training methods, including their communication differences. The first half of the questionnaire yielded significant results on four variables of effective simulator training: replication, adequate instruction for students, full interaction with students, and effective instruction of maintenance and repair. Simulator training was not perceived as an vii overall effective method of instruction. Thematic analysis of the second half of the questionnaires provided comparisons of simulator and instructor-based training, focusing on reasons for effectiveness, problems with simulator training, and communication and other differences in the two methods.