Thesis (B.A. Hons. 1973) from the Department of Psychology, University of Adelaide.

Thesis (B.A. Hons.) -- University of Adelaide, Department of Psychology, 1975.

Thesis (M.S.)--Indiana University, 2005. / Includes bibliographical references (leaves 47-59).

Thesis (Ph. D.)--Dept. of Psychology. University of Missouri--Kansas City, 2007. / "A dissertation in psychology." Advisor: Diane L. Filion. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed July 16, 2008. Includes bibliographical references (leaves 109-118). Online version of the print edition.

Thesis (Ph.D.)--McMaster University, 2004. / Advisor: Suzanna Becker. Includes bibliographical references. Also available online.

M.Ed. / Merriam (1998) says that “learning involves a sensory experience, a mental activity and emotional dimension”. We therefore use our senses to make sense of our environment. Impaired sensory integration affects learning and development as the individual is often unable to execute and handle the normal demands of everyday life. Sensory integration difficulties manifest in the classroom as learning difficulties (Kranowitz, 2005). As educational psychologists, we intervene in learning difficulties and need to know how to assist children who present with sensory integration difficulties. The research study explored psychodrama as a possible intervention for a preschooler who presents with sensory integration difficulties. The value of drama in education has been emphasized throughout history (Way, 1967; Slade, 1995, Read, 1949) and has been called the most effective method in developing awareness of the world around us (Way, 1967). The research study explored how psychodrama allowed a preschooler the opportunity to make sense of the environment and use play, creativity, movement and spontaneity to become an active artist who established change in her life. For the purpose of this research study, a qualitative research approach was chosen as the key concern was to understand psychodrama from the participant’s perspective (Babbie & Mouton, 2001). A case study design was utilized to explore psychodrama as a therapeutic intervention for sensory integration. Data collection methods included interviewing the parents, teacher and occupational therapist of the preschooler, observations during sessions as well as documentation such as a reflective journal. In order to explore how psychodrama can be used with a preschooler with sensory integration difficulties, I chose thematic data analysis. Themes that emerged during the data analysis included that psychodrama should take place in conjunction with occupational therapy, be used as an opportunity for social skills development, and be based on the child’s unique sensory profile and consistent messages within a structured environment. The study concludes with a discussion of recommendations for future research and limitations of the study.

Sensorimotor processing is a critical function of the human brain with multiple cortical areas specialized for sensory recognition or motor execution. Although there has been considerable research into sensorimotor control in humans, the steps between sensory recognition and motor execution are not fully understood. This thesis investigates different aspects of sensorimotor processing in the human brain and proposes approaches to cognitive architectures. Here, I describe a series of six studies: an examination of sensorimotor processing in the human brain, evaluation of new mobile EEG systems for modern sensorimotor paradigms, investigation of a balance between memorization and active sampling of visual information in a sensorimotor task, and three studies on cognitive architectures for spatial reasoning and navigation in 2D environments.

This study investigated the importance of binocular vision to foot placement accuracy when stepping onto a floor-based target during gait initiation. Starting from stationary, participants placed alternate feet onto targets sequentially positioned along a straight travel path with the added constraint that the initial target (target 1) could move in the medio-lateral (M-L) direction. Repeated trials when target 1 remained stationary or moved laterally at the instant of lead-limb toe-off (TO) or 200 ms after TO (early swing) were undertaken under binocular and monocular viewing. Catch trials when target 1 shifted medially were also undertaken. Foot-reach kinematics, foot trajectory corrections and foot placement accuracy for the step onto target 1 were determined via 3D motion analyses. Peak foot-reach velocity and initial foot-reach duration were unaffected by vision condition but terminal foot-reach duration was prolonged under monocular conditions (p = 0.002). Foot trajectory alteration onsets were unaffected by vision condition, but onsets occurred sooner when the target shifted in early swing compared to at TO (p = 0.033). M-L foot placement accuracy decreased (p = 0.025) and variability increased (p = 0.05) under monocular conditions, particularly when stepping onto the moving target. There was no difference between vision conditions in A-P foot placement accuracy. Results indicate that monocular vision provides sufficient information to determine stepping distance and correctly transport the foot towards the target but binocular vision is required to attain a precise M-L foot placement; particularly so when stepping onto a moving target. These findings are in agreement with those found in the reaching and grasping literature, indicating that binocular vision is important for end-point precision. / The Health Foundation, UK. Grant (3991/3322)

Thesis (Ph. D.)--University of Oregon, 2002. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 195-205). Also available for download via the World Wide Web; free to University of Oregon users.

No description available.