Thesis (B.Sc)--University of Hong Kong, 1998. / "A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 1998." Also available in print.

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 81-83).

Thesis (M.S.)--Ball State University, 2006. / Includes bibliographical references (leaves 52-57).

Universiẗat, Diss., 2003--Jena.

University, Diss., 2005--Düsseldorf.

Thesis (M.S.)--Ball State University, 2006. / Includes bibliographical references (leaves 52-57). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Recently, researchers have begun to use syntactic priming to investigate the mental representation of the two languages of bilinguals and their accessibility during comprehension and production (e.g. Bernolet, et al, 2007). In the syntactic priming technique, a priming sentence is presented to elicit a structurally similar target response, when an alternative structure is also available. Previous studies, which focused mainly on the L2 syntactic priming effects of dative structures, found priming effects when the target L2 structure is similar to the L1 but not when they are dissimilar (e.g. Branigan, 2007). The present study investigated priming effects on the English L2 production of relative clauses by 18 Advanced adult Japanese-English bilingual speakers, using a modified version of Bock's (1986) sentence-repetition and picture-description task. It was predicted that the cross-linguistic differences between Japanese and English could potentially influence their L2 production. Experiment 1 comprised three prime-types (Full-relatives, Reduced-relatives, and simple actives) in English. Experiment 2 contained two Prime-types (Full-relatives and simple actives) in Japanese. In both experiments, the target responses were in English. Repeated-measures two-factor ANOVAs was used to test for Main and Interaction effects of Prime Type and Response Type on the mean proportion of responses in each Response Type category. The results of both Experiment 1 (L2-to-L2) and Experiment 2 (L1-to-L2) indicated a significant main effect of Response Type; in both experiments, the participants preferred Simple Actives for picture-description regardless of Prime type. As for the interaction between Prime Type and Response Type, significant results were obtained only in the case of Experiment 1, where the directionality was from L2 prime to L2 response, but not in the case of Experiment 2 (Japanese-to-English). Specifically, in Experiment 1, the participants used Reduced-Relatives more often in the Reduced-Relative clause priming conditions than in the Full-Relatives and the Simple Active condition. The findings bolster the position that the L1 mental representation and the L2 mental representation of complex structures are separate, particularly when a bilingual speaker's two languages are typologically different, as in the case of Japanese and English. The findings also indicate that the L1 mental representation is not accessed during L2 production.

The nonconscious processing of the mind is a prevalently studied body of research in the social psychology literature. The central focus assesses how priming of stimuli is able to activate trait concepts within the mind thus leading to cognitive and behavioral changes outside of the individuals' awareness or intent. Unfortunately, management scholars have failed to use this methodology to study organizational phenomenon. As such, it is the purpose of this research to apply a nonconscious thought processing lens to one of management's most studied areas, group processes. This dissertation proposes a model that accounts for the influence of priming on group processes. We conducted two studies measuring expectations regarding a specific work group (Study 1) and perceptions of group processes and performance on a group task (Study 2). To accomplish this, we utilized two priming techniques: subliminal (Study 1) and mindful (Study 2) to assess the influence of these nonconscious processes. In order to test our model, we used ANOVAs (Study 1) and ANCOVAs (Study 2) to measure the impact of priming on our dependent measures. We found the predicted results that priming is able to directly influence both expectations about groups and various group processes (i.e. group cohesion, group credibility, group coordination, and perceived loafing) during the performance of an actual group task as well as group performance (i.e. actual group behavior). Such results provide initial evidence that nonconscious processes can influence the expectations and performance of individual's to be more productive while working in groups. Most importantly, these results show that these changes can be made without the individual's awareness. Theoretically, these results provide additional support for organizational behavior scholars to include more nonconscious thought processing components in their current models. Future research should focus on the experiences individuals have with groups and how they can be used to shape the beliefs systems and subsequent behaviors when performing in groups. In other words, do individuals with positive past experiences inherently perform better, and prefer to work, in groups in the future?

Made available in DSpace on 2015-12-06T23:46:03Z (GMT). No. of bitstreams: 0 Previous issue date: 2012 / Associação Fundo de Incentivo à Psicofarmacologia (AFIP) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Estudos envolvendo o paradigma de Hebb vem contribuindo para o entendimento de como uma informacao de ordem serial de curto prazo se torna uma representacao estavel na memoria de longo prazo. No entanto, nao se sabe ao certo se a aprendizagem das series repetidas ocorre apenas de forma serial. Desse modo, o objetivo deste trabalho foi verificar se a repeticao apenas de itens intermediarios da lista gera a aprendizagem e em que condicoes isso ocorre. Para tanto, adaptamos o paradigma de Hebb introduzindo estimulos repetidos apenas nas posicoes intermediarias de listas, nesse sentido, listas de letras foram estudadas em quatro experimentos diferentes: no experimento 1, replicamos o paradigma original de Hebb,no qual os resultados foram condizentes com os resultados obtidos por Hebb, apesar das diferencas metodologicas entre os dois experimentos; no experimento 2 as repeticoes eram apenas dos itens intermediarios: os sujeitos nao se beneficiaram da repeticao; no experimento 3 os itens intermediarios eram circunscritos, houve aprendizagem apenas da serie sinalizada; no experimento 4, apenas o primeiro item da serie repetida era circunscrito, houve aprendizado apenas do item sinalizado e nao da sequencia inteira. Concluiu-se que os aspectos perceptuais de um estimulo ajudam no aprendizado de series repetidas. Apesar da tarefa de Hebb ser considerada uma forma de conhecimento implicito, este estudo mostrou que os sujeitos que desenvolveram consCiência da repeticao mostraram melhor desempenho quando comparados com os que nao desenvolveram. Estes resultados sugerem que a consCiência no paradigma de Hebb influencia a aprendizagem / Studies involving the Hebb paradigm have contributed to the understanding of how a serial order information, of short term, becomes a stable representation, in long-term memory. However, it is unclear whether the learning of the repeated series only occurs serially. Thus, the objective of this study was to determine whether the repetition only of intermediate items from the list generates the learning and in which condition it occurs. For this, we adapted the paradigm of Hebb introducing repeated stimuli only in intermediate positions of lists, accordingly, lists of letters were studied in four different experiments: in Experiment 1, we replicated the original paradigm of Hebb, in which the results were consistent with the results obtained by Hebb, despite the methodological differences between the two experiments; in Experiment 2, the repetitions were only of the intermediaries items: the subjects did not benefit from repetition; in Experiment 3, the intermediate items were circumscribed, there was learning just of the marked serie; in Experiment 4, only the first item of the repeated serie was circumscribed, there was learning just of the flagged item and not of the entire sequence. It was concluded that perceptual aspects of a stimuli assist in the learning of repeated series. Despite the task of Hebb be considered a form of implicit knowledge, this study showed that the subjects who developed awareness of repetition had obtained better performance when compared with those who did not develop. These results suggest that the consciousness in the paradigm of Hebb influences the learning. / BV UNIFESP: Teses e dissertações

We report a series of experiments using a new methodology to investigate the relationships between visual and verbal representations and the process of acquiring new semantic associations. Transfer of associative information between stimulus modalities was investigated by training paired associations between novel pictures and novel words. Our results showed that the transfer of associations is a symbolic process, occurring only when participants are aware of the correspondence between the visual and the verbal items afforded by the name relations. We also obtained evidence to suggest that symbolic associations develop more readily from picture associations than from word associations. We argue that this is evidence that semantic knowledge is grounded in perceptual experience. Our most striking result, replicated across experiments, is that transfer of associations between modalities only occurs when subjects have specific conscious awareness about the relationships among associations. This should have implications for cognitive theories of symbolic representation. The methods we developed to expose this phenomenon can be extended to examine those implications more thoroughly. We discuss some of these implications in the terms of competing and complementary cognitive and behavioural theories relating representation to perception and symbols. Dual coding models fit our modality-transfer results more readily than single semantic store models, but neither is well suited for interpreting our awareness results, or for iv discussing perceptual grounding of representation. The models of Deacon and Barsalou both focus on systems of distributed representations grounded in perception; the role of awareness in symbol acquisition in their models is discussed and contrasted with theories from the stimulus equivalence tradition of behaviourist research. From these considerations, we argue that implicit associations underpin symbolic associations, but that semantic knowledge is conscious knowledge about the patterns of association which link representations.