Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1974. / Bibliography: leaves 74-79. / viii, 79 leaves ill

Thesis (Ed. D.)--West Virginia University, 2008. / Title from document title page. Document formatted into pages; contains viii, 201 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 34-39).

Thesis (M.S.)--University of North Texas, Dec., 2009. / Title from title page display. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Vita. Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 93-95).

Thesis (M. Phil.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

An experiment was conducted in order to distinguish between semantic elaboration and interacting imagery theories of children's linked noun pair learning. Grades 2 and 6 students were presented with sixteen pairs of nouns linked by different types of connectives and following learning set presentation were required to recall the second noun of each pair upon presentation of the first. One third of the Ss in each grade were asked to form visual images of the two nouns of each pair (Imagery Prompting condition); one third were instructed to form interacting images of each pair (Imagery Training condition); and the remaining Ss were given no special instruction (No Training condition). Results from the experiment showed No Training and Imagery Training Ss to be unaffected by the type of connective employed to link the pairs. However, those Ss in the Imagery Prompting condition recalled significantly more pairs linked by interaction suggesting links (i.e., verbs and interaction suggesting prepositions) relative to pairs linked by connectives which did not suggest a physical interaction (i.e., conjunctions and non-interaction suggesting prepositions). The results were interpreted as favouring an interacting imagery rather than semantic elaboration theory of children's linked noun pair learning. / Arts, Faculty of / Psychology, Department of / Graduate

An attempt was made to shed new light upon the controversy between semantic overlap (e.g., Rohwer, 1973) and interacting imagery (e.g., Paivio, 1970) interpretations of mnemonic effects in children's associative learning. Two approaches were taken to this task. First, several conflicting predictions of the semantic and imagery models were pinpointed and subjected to experimental analysis. Second, in an attempt to supercede the semantic versus imagery issue, the Piagetian (e.g., Piaget and Inhelder, 1973) conception of memory was considered and some predictions, derived from an extrapolation of this model to associative learning were examined experimentally. In terms of the former approach, the results of the four experiments generally were more consistent with the imagery perspective. However, since only peripheral features of the-semantic model were contradicted, no clear choice between the two positions was warranted. Inclusion of several measures of delayed recall in order to pursue the second, Piagetian-based, approach did point out the inadequacy of the semantic and imagery models with regard to longer retention intervals. From the Piagetian perspective the various memory-improving effects, rather than being attributable to operative (i.e., assirailatory) processes, instead, seemed more appropriately assigned to a figurative-level mnemonic. / Arts, Faculty of / Psychology, Department of / Graduate

There is a transitional period between preschool and first grade during which children develop from reliance on instructions to self-sufficient, spontaneous retrieval. Past research has revealed that retrieval instructions are vital to preschoolers' retention of paired-associates. Preschool and kindergarten children were presented with a mixed-list of 20 paired-associate pictures to learn. Ten of the 20 pairs depicted 2 nouns as interacting in an uncommon or bizarre (funny) manner with one another whereas the other 10 pictures depicted component nouns as normally (nonfunnily) interacting. Type and timing of instructions to learn the paired-associates were manipulated. Funny-group subjects were provided with encoding instructions highlighting the silliness quality of the pictures. Nonfunny-group subjects were provided with encoding instructions which concentrated on the interactive aspects of the pictures. A control group was told to remember the pictures “really hard.” For the former two instructional groups, half of each group served as a control during test-time. These control groups were told to try really hard to remember the pictures. The experimental halves of these groups were given elaborative retrieval instructions at test-time, dependent upon their r e encoding instructions. Reference to the funny pictures was provided for half the Funny group whereas reference to the normal interaction was given to half the Nonfunny group. This study revealed that elaborative instructions do not enhance memory for paired-associates over non-elaborative or control instructions. These preschoolers did not exhibit retrieval deficiencies though control retrieval instructions may have provided sufficient information to enhance memory. As well, non bizarre (nonfunny) interactive pictures were remembered better than bizarre (funny) interactive pictures. / M.S.

published_or_final_version / Psychology / Doctoral / Doctor of Philosophy