Thesis (MSc)--University of Stellenbosch, 2007. / Bibliography. Also available via the Internet.

Thesis (M.S.)--Ohio University, August, 1994. / Title from PDF t.p.

Thesis (Ph. D.)--University of California, San Diego, 1985. / Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 255-259).

Xi-Cheng Lou, Alan S. Willsky, George C. Verghese. / Bibliography: p. 24-25. / "March 1985." / "Office of Naval Research ... Grant N00014-77-C-0224" "NASA Ames and NASA Langley Research Centers ... Grant NGL-22-009-124" "Air Force Office of Scientific Research ... Grant AFOSR-82-0258"

Kyoto University (京都大学) / 0048 / 新制・課程博士 / 博士(工学) / 甲第14577号 / 工博第3045号 / 新制||工||1453(附属図書館) / 26929 / UT51-2009-D289 / 京都大学大学院工学研究科航空宇宙工学専攻 / (主査)教授 吉村 允孝, 教授 椹木 哲夫, 教授 松原 厚 / 学位規則第4条第1項該当

Recent findings indicate that bimodal-redundant stimulation promotes perceptual learning and recruits attention to amodal properties in non-human as well as human infants. However it is not clear if bimodal-redundant stimulation can also facilitate memory during the postnatal period. Moreover, most animal and human studies have employed an operant paradigm to study memory, but have not compared the effectiveness of contingent versus passive presentation of information on memory. The current study investigated the role of unimodal versus bimodal presentation and, the role of a contingent versus passive exposure in memory retention in the bobwhite quail (Colinus virginianus). Results revealed that contingently trained chicks demonstrated a preference for the familiarized call under both unimodal and bimodal conditions. Between-group analyses revealed that the contingent-bimodal group preferred the familiarized call as compared to the passive-bimodal group. These results indicate that the contingency paradigm accompanied with the bimodal stimulus type facilitated memory during early development.

Predictions of the Intersensory Redundancy Hypothesis (IRH) state that early in development information presented to a single sense modality (unimodal) selectively recruits attention to and enhances perceptual learning of modality-specific properties of stimulation at the expense of amodal properties, while information presented redundantly across two or more modalities (bimodal) results in enhanced perceptual learning of amodal properties. The present study explored these predictions during prenatal development by assessing bobwhite quail embryos’ detection of pitch, a modality-specific property, under conditions of unimodal and redundant bimodal stimulation. Chicks’ postnatal auditory preferences between the familiarized call and the same call with altered pitch were assessed following hatching. Unimodally-exposed chicks significantly preferred the familiarized call over the pitch-modified call, whereas bimodally-exposed chicks did not prefer the familiar call over the pitch-modified call. Results confirm IRH predictions, demonstrating unimodal exposure facilitates learning of modality-specific properties, whereas redundant bimodal stimulation interferes with learning of modality-specific properties.

The Intersensory Redundancy Hypothesis (IRH; Bahrick & Lickliter, 2000, 2002, 2012) predicts that early in development information presented to a single sense modality will selectively recruit attention to modality-specific properties of stimulation and facilitate learning of those properties at the expense of amodal properties (unimodal facilitation). Vaillant (2010) demonstrated that bobwhite quail chicks prenatally exposed to a maternal call alone (unimodal stimulation) are able to detect a pitch change, a modality-specific property, in subsequent postnatal testing between the familiarized call and the same call with altered pitch. In contrast, chicks prenatally exposed to a maternal call paired with a temporally synchronous light (redundant audiovisual stimulation) were unable to detect a pitch change. According to the IRH (Bahrick & Lickliter, 2012), as development proceeds and the individual’s perceptual abilities increase, the individual should detect modality-specific properties in both nonredundant, unimodal and redundant, bimodal conditions. However, when the perceiver is presented with a difficult task, relative to their level of expertise, unimodal facilitation should become evident. The first experiment of the present study exposed bobwhite quail chicks 24 hr after hatching to unimodal auditory, nonredundant audiovisual, or redundant audiovisual presentations of a maternal call for 10min/hr for 24 hours. All chicks were subsequently tested 24 hr after the completion of the stimulation (72 hr following hatching) between the familiarized maternal call and the same call with altered pitch. Chicks from all experimental groups (unimodal, nonredundant audiovisual, and redundant audiovisual exposure) significantly preferred the familiarized call over the pitch-modified call. The second experiment exposed chicks to the same exposure conditions, but created a more difficult task by narrowing the pitch range between the two maternal calls with which they were tested. Chicks in the unimodal and nonredundant audiovisual conditions demonstrated detection of the pitch change, whereas the redundant audiovisual exposure group did not show detection of the pitch change, providing evidence of unimodal facilitation. These results are consistent with predictions of the IRH and provide further support for the effects of unimodal facilitation and the role of task difficulty across early development.

No description available.

Touch screen technology is rapidly increasing, and at the same time there is a shifting, aging population. As the percentage of the population over the age of 65 increases, adults of the age group are adopting smartphones and tablets more now than ever before. Although older adults are adopting touch screen devices, they face many challenges when interacting with said devices, such as not knowing how to navigate between pages, not knowing where to click for an action to occur, and the touch screen interface is often too sensitive or the buttons are not big enough. Furthermore, the challenges of aging, specifically sensory and cognitive decline resulting from aging affect comprehension and spacial processing, which are critical when navigating through an interface. The purpose of this thesis was to better understand redundancy effect applied to females and males between the ages of 65 and 84. There were two tasks of different lengths, and for each task there were two designs. The first design included text only buttons, and the second included symbol + text buttons, the latter being the redundant interface. Quantitative results yielded no significant results for time for either task. Qualitative results included ratings for ease of navigation, general satisfaction, overall understanding, and button design preference. Preferences between text only buttons were statistically significant; for the task of online grocery shopping and booking a cruise, females prefer text only buttons and males prefer symbol + text buttons (p = 0.0068 and p = 0.0024). Although button design had no significance in completing a task, significant preference results indicate likelihood to return to a given website. Furthermore, although quantitative results were not significant, gender did influence average times per task and average ratings across categories. Further research could be conducted with larger sample sizes, other forms of redundancy, and larger tasks, however it is evident through this experiment that gender has an impact on how adults between 65 and 84 perceive and navigate through touch screen interfaces given the constraints of the symbols used, ages, and task designs. Therefore, concluding recommendations based on the qualitative data suggest that designers should create gender specific interfaces based on gender favored websites, or design based on the ability to customize the interface upon entering a website.