Behavioral momentum theory states that resistance to change of operant behavior is governed by the Pavlovian stimulus-reinforcer relation in a given discriminative stimulus situation. That is, higher reinforcer rates in the presence of a discriminative stimulus result in a stronger stimulus-reinforcer relation and, thereby, greater resistance to change. Within the momentum-based quantitative framework of resistance to change, the construct relating persistence to pre-disruption reinforcer rates is termed “behavioral mass.” All research on which momentum theory is based has examined resistance to change following prolonged exposure to stable reinforcer rates in multiple schedules of reinforcement. Thus, at present little is known about the time frame over which behavioral mass accumulates or the manner by which newly experienced stimulus reinforcer relations are incorporated into mass when these rates change. The experiments described in this dissertation aimed to clarify these facets of the construct. Chapters 1 and 2 provide a detailed overview behavioral momentum theory and resistance to change. Topics discussed include quantitative models of resistance to change, clinical implications of resistance-to-change research, some notable limitations of behavioral momentum theory, and extensions of the theory to account for diverse behavioral outcomes. A recently published study is presented in Chapter 3 that aimed to determine how resistance to change and behavioral mass of pigeons’ key pecking adapts in the face of stimulus-reinforcer relations that change across time during baseline. Results suggest that resistance to change is a function of recently experienced stimulus-reinforcer relations and that behavioral mass depends most heavily on these recent experiences. The experiment described in Chapter 4 extended the findings reported in Chapter 3 by examining whether behavioral mass changes during operant extinction. Pre-exposure to extinction in an alternative multiple-schedule component decreased resistance to extinction of target-component key pecking relative to conditions without pre-exposure to extinction. Between-condition differences in extinction were well accounted for quantitatively by either variation in behavioral mass or changes in the magnitude of factors that are assumed to disrupt responding during extinction. Chapter 5 offers an integrative discussion of this research and emphasizes theoretical implications, practical applications, and areas for future research.

Advancements made in the treatment of the physiological aspects of childhood cancer have resulted in a greater need to conceptualize the disease psychologically as a chronic illness that causes significant stress and requires ongoing adjustment. This study investigates the relationships among parental characteristics, child characteristics, and the quality of life of children diagnosed with cancer. Forty-seven mothers and sixteen fathers, as well as nineteen children diagnosed with cancer, completed measures of their own psychological functioning. Measures of the diagnosed children's quality of life also were completed. Mothers' ratings of their children's quality of life were found to be correlated positively with both fathers' and children's ratings. In addition, a significant relationship was found between mothers' depression and parenting stress and children's quality of life, as well as mothers' and fathers' anxiety and children's quality of life. Finally, mothers', fathers', and children's ratings of their own characteristics predicted significantly their ratings of children's quality of life. Overall, these results suggested the importance of examining the psychological characteristics of family members when assessing the quality of life of children with cancer.

In the research regarding rating ESL writing assessments, borderline writing samples are mentioned, but a solution has yet to be addressed. Borderline samples are writing samples that do not perfectly fit a set level within the rubric, but instead have characteristics from multiple levels. The aim of this thesis is to provide an improved training module in the setting of an Intensive English Program by exposing new raters to borderline samples and rating rationale from experienced raters. The purpose of this training is to increase the confidence, consistency, and accuracy of novice raters when rating borderline samples of writing. The training consists of a workbook with a rubric and instructions for use, benchmark examples of writing, borderline examples of writing with comments from experienced raters defending the established scores, then a variety of writing samples for practice. The selection of the benchmark and the borderline examples of writing was informed by the fit statistic from existing datasets that had been analyzed with many-facet Rasch measurement. Eight experienced raters participated in providing rationale based upon the rubric explaining why each borderline sample was rated with its established score, and describing why the sample could be considered at a different level. In order to assess the effectiveness of the training workbook, it was piloted by 10 novice raters who rated a series of essays and responded to a survey. Results of the survey demonstrated that rater confidence increased following the training, but that they needed more time with the training materials to use them properly. The statistical analyses showed insignificant changes, which could be due to the limitations of the data collection. Further research regarding the effectiveness of this training workbook is necessary, as well as an increased discussion in the field regarding the prevalent issue of rating borderline samples of writing.

Previous research suggests that discrepant ratings of symptoms, behaviors, and competencies may have important implications for childhood adjustment. Consequently, several theoretical explanations regarding the meanings and implications of inter-rater discrepancies have been proposed. The current study examined several largely unexplored issues regarding the statistical and conceptual properties of discrepant ratings; these include heterogeneity of agreement, shared method variance, and direction-specific effects. In a sample of 384 seventh and eighth-grade adolescents, it was found that each of the issues is integral in the interpretation of significant relationships between discrepant ratings of social rejection and childhood adjustment variables. More specifically, results demonstrated that the influence of shared method variance appears to be largely related to heterogeneity of agreement, and that accounting for shared method variance can increase, decrease, or even change the direction of the relationship between discrepancy scores and other variables. Also, results showed that the magnitude of discrepancies can be unrelated, equally related, or differentially related to the adjustment variables for the different forms of bias. Altogether, the findings of this study have implications for the theoretical conceptualization and statistical analysis of inter-rater discrepancy scores.

A renewed focus on foreign language (FL) learning and speech for communication has resulted in computer-assisted language learning (CALL) software developed with Automatic Speech Recognition (ASR). ASR features for FL pronunciation (Lafford, 2004) are functional components of CALL designs used for FL teaching and learning. The ASR features available with the TeLL me More French software provides pronunciation, intonation and speaking practice and feedback. ASR features are examined quantitatively through French student performance of recorded ASR-scored speech and compared with human raters of the same produced speech samples. A comparison of ASR scores to human raters considers the validity of ASR-scored feedback for individualized and FL classroom instruction. Qualitative analyses of student performances and perceptions of ASR are evaluated using an online survey linked to individual pronunciations and performance and examined for positive impact (Chapelle, 2001) and usability.

The main purpose of this study was to investigate the effects of form-focused instruction (FFI) on prosody with or without self-assessment on the prosodic and global aspects of L2 speech by Japanese EFL learners using a pre-post design. In addition, native English speaking (NS) and non-native English speaking (NNS) raters with high levels of English proficiency were compared to examine the influence of raters’ L1 backgrounds on their comprehensibility ratings. Sixty-one Japanese university students from four intact English presentation classes participated in the study. The comparison group (n = 16) practiced making one-minute speeches in class (45 minutes x 8 times) without explicit instruction on prosody, while the two experimental groups (n = 17 for the FFI-only group; n = 28 for the FFI + SA group) received FFI on word stress, rhythm, and intonation, practiced the target prosodic features in communicative contexts, and received metalinguistic feedback from the instructor. In total, the experimental groups received six-hours of instruction in class, which was comparable to the comparison group. Additionally, the experimental groups completed homework three times; only the FFI + SA group recorded their reading performance and self-assessed it in terms of word stress, rhythm, and intonation. Three oral tasks were employed to elicit the participants’ speech before and after the treatment: reading aloud, one-minute speech, and picture description. The speech samples were rated for comprehensibility by NS and NNS raters and were also analyzed with four prosodic measurements: word stress, rhythm, pitch contour, and pitch range. Instructional effects on prosody were observed clearly. The FFI-only group improved their controlled production of rhythm and pitch contour, while the FFI + SA group significantly improved all of the prosodic features except pitch range. Moreover, the instructional gains for the FFI + SA group were not limited to the controlled task but transferred to the less-controlled tasks. The results showed differential instructional effects on the four prosodic aspects. The FFI in this study did not help the participants widen their pitch range. The FFI on prosody, which was focused on the cross-linguistic differences between Japanese and English, tended to be more effective in terms of improving rhythm and pitch contour, which were categorized as rule-based, than an item-based feature, word stress. The study offered mixed results regarding instructional effects on comprehensibility. The FFI-only group did not significantly improve comprehensibility despite their significant prosodic improvements on the reading aloud task. Their significant comprehensibility growth on the picture description task was not because of the development of prosody, but of other linguistic variables that influence comprehensibility such as speech rate. The FFI + SA group made significant gains for comprehensibility on the three tasks, but the effect sizes were small. This finding indicated that the effects of FFI with self-assessment on comprehensibility were limited due to the multi-faceted nature of comprehensibility. The data elicited from the post-activity questionnaires and students’ interviews revealed that not all the participants in the FFI + SA group reacted positively to the self-assessment practice. Individual differences such as previous learning experience and self-efficacy appeared to influence the learners’ perceptions of the self-assessment practice and possibly their instructional gains. The two groups of raters, L1 English raters (n = 6) and L2 English raters with advanced or native-like English proficiency (n = 6) did not differ in terms of consistency and severity. These findings indicated that NNS raters with high English proficiency could function as reliably as NS raters; however, the qualitative data revealed that the NS raters tended to be more sensitive to pronunciation, especially at the segmental level, across the three tasks compared to the NNS raters. This study provides evidence that FFI, especially when it is reinforced by self-assessment, has pedagogical value; it can improve learners’ production of English prosody in controlled and less-controlled speech, and these gains can in turn contribute to enhanced L2 comprehensibility. / Teaching & Learning

Leadership development has become a focal area for most organisations today in an attempt to ensure that leaders are able to take them into the future and achieve a competitive advantage. Literature reveals that, among others, one of the most popular initiatives in leadership development includes the use 360-degree feedback. Due to the sensitivity and challenge of giving and receiving 360 degree feedback, it is essential to understand the subjective experience of manager's who have recently undergone the process as well as the factors which influence and are influenced by the process. To achieve this, a grounded theory study was conducted in a large manufacturing organisation. The data was collected through focus group interviews with a voluntary sample of senior managers who had participated in a 360 degree feedback process. The outcomes of the study include a definition of "subjective experience" as well as a substantive theory on the subjective experience of 360-degree feedback as a tool in leadership development. Findings indicate that individual's reactions coupled with the perception of both the accuracy and utility of the process are key contributors which form the essence of "subjective experience". Past experience, present information and context were further identified to be key intervening variables of a manager's subjective experience of 360-degree feedback as a tool in leadership development. A number of limitations within this study are explained and recommendations for future research and organisations are provided. / Industrial and Organisational Psychology / M. Comm. (Industrial Psychology)

Leadership development has become a focal area for most organisations today in an attempt to ensure that leaders are able to take them into the future and achieve a competitive advantage. Literature reveals that, among others, one of the most popular initiatives in leadership development includes the use 360-degree feedback. Due to the sensitivity and challenge of giving and receiving 360 degree feedback, it is essential to understand the subjective experience of manager's who have recently undergone the process as well as the factors which influence and are influenced by the process. To achieve this, a grounded theory study was conducted in a large manufacturing organisation. The data was collected through focus group interviews with a voluntary sample of senior managers who had participated in a 360 degree feedback process. The outcomes of the study include a definition of "subjective experience" as well as a substantive theory on the subjective experience of 360-degree feedback as a tool in leadership development. Findings indicate that individual's reactions coupled with the perception of both the accuracy and utility of the process are key contributors which form the essence of "subjective experience". Past experience, present information and context were further identified to be key intervening variables of a manager's subjective experience of 360-degree feedback as a tool in leadership development. A number of limitations within this study are explained and recommendations for future research and organisations are provided. / Industrial and Organisational Psychology / M. Comm. (Industrial Psychology)

Este trabalho trata do estudo para adaptação de um método de classificação de estradas não pavimentadas às condições encontradas em campo no município de São Carlos-SP. O trabalho foi desenvolvido a partir de avaliações subjetivas e objetivas levadas a efeito por um painel de avaliadores que executou levantamento de campo planejado, com base nas informações contidas nos relatórios técnicos sobre o desenvolvimento de dois métodos de classificação das condições de estradas - método do Pavement Condition Index e método do Unsurfaced Road Condition Index. O painel de avaliadores atribuiu notas a 140 unidades amostrais de 30 metros de comprimento, a cada defeito presente na unidade amostral e aos 14 trechos estudados. Paralelamente, cada unidade amostral e cada trecho receberam uma classificação de acordo com o método do Unsufaced Road Condition Index. Concluiu-se que, para o presente estudo, não há correlação entre os resultados da avaliação subjetiva executada apenas com o emprego de uma escala de notas e da objetiva, calculada segundo o método do Unsurfaced Road Condition Index. Conclui-se também que a avaliação subjetiva global do trecho tem uma boa correlação com a avaliação subjetiva do conjunto das unidades amostrais que compõem o referido trecho, indicando ser coerente a avaliação do painel de avaliadores. / This work deals with a study for adapting an unpaved road rating method to the field condition prevailing in São Carlos County. The research was carried out through subjective and objective evaluations performed by a panel of raters during field inspections. The experiment was planned accordingly to the technical reports information about the development of two roads condition rating methods - the Pavement Condition lndex and the Unsurfaced Road Condition lndex. The panel rated 140 sample unities of 30 m long attributing a value for the unity, for each defect they have and for 14 road sections studied. The ranks were also calculated accordingly to Unsurfaced Road Condition lndex method. It was concluded that, for the present research, there is no correlation between the subjective evaluation executed with a simple scale and the objective rating calculated following the Unsurfaced Road Condition lndex method. It was also concluded that the global subjective rank of the road section has a good correlation with the subjective rank of the set of sample unities that composes this section, indicating the coherence of the rating panel evaluation.

Este trabalho trata do estudo para adaptação de um método de classificação de estradas não pavimentadas às condições encontradas em campo no município de São Carlos-SP. O trabalho foi desenvolvido a partir de avaliações subjetivas e objetivas levadas a efeito por um painel de avaliadores que executou levantamento de campo planejado, com base nas informações contidas nos relatórios técnicos sobre o desenvolvimento de dois métodos de classificação das condições de estradas - método do Pavement Condition Index e método do Unsurfaced Road Condition Index. O painel de avaliadores atribuiu notas a 140 unidades amostrais de 30 metros de comprimento, a cada defeito presente na unidade amostral e aos 14 trechos estudados. Paralelamente, cada unidade amostral e cada trecho receberam uma classificação de acordo com o método do Unsufaced Road Condition Index. Concluiu-se que, para o presente estudo, não há correlação entre os resultados da avaliação subjetiva executada apenas com o emprego de uma escala de notas e da objetiva, calculada segundo o método do Unsurfaced Road Condition Index. Conclui-se também que a avaliação subjetiva global do trecho tem uma boa correlação com a avaliação subjetiva do conjunto das unidades amostrais que compõem o referido trecho, indicando ser coerente a avaliação do painel de avaliadores. / This work deals with a study for adapting an unpaved road rating method to the field condition prevailing in São Carlos County. The research was carried out through subjective and objective evaluations performed by a panel of raters during field inspections. The experiment was planned accordingly to the technical reports information about the development of two roads condition rating methods - the Pavement Condition lndex and the Unsurfaced Road Condition lndex. The panel rated 140 sample unities of 30 m long attributing a value for the unity, for each defect they have and for 14 road sections studied. The ranks were also calculated accordingly to Unsurfaced Road Condition lndex method. It was concluded that, for the present research, there is no correlation between the subjective evaluation executed with a simple scale and the objective rating calculated following the Unsurfaced Road Condition lndex method. It was also concluded that the global subjective rank of the road section has a good correlation with the subjective rank of the set of sample unities that composes this section, indicating the coherence of the rating panel evaluation.