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Thesis (M.Ed.)--Kutztown State College, 1962. / Source: Masters Abstracts International, Volume: 45-06, page: 2770. Typescript. Includes bibliographical references (leaves 73-74)

The classroom teacher in the modern elementary school faces many challenges. Among these are limited classroom facilities, large-size classes, double session, wide ability range of pupils, supplementary assignments, and often inadequate material resources. In spite of these problems, the teacher strives to advance his pupils as far as their interest and ability and skill as a teacher will permit. New ideas in teaching, additional means of motivation, and improved techniques of instruction attract his interest. Because reading plays such an important role in the elementary school programs, the teacher is especially attracted to suggestions and improved techniques of teaching this basic skill. The use of tachistoscopic devices to aid in the teaching of reading has recently been advanced. The advocates of tachistoscopic techniques propose that training in eye-movement skills, perception span, and flash recognition will aid in the development of the total reading skill of pupils. The present investigation proposed to explore this area of learning through a controlled experiment in the use of a tachistoscopic in the reading program of a typical elementary school.

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The problem of this study is to determine the value of the tachistoscope in the reading program of students at the seventh-grade level.

One of the difficulties most frequently encountered among music students is reading inadequacy. In this particular study we shall attempt to measure and increase the visual span of reading musical notation.

The present study was designed to answer the question: WIll stutterers perform differently from fluent speakers on a test of tachistoscopic recognition. It was hypothesized that persons exhibiting overt secondary symptoms of stuttering would demonstrate a visual field preference different from an age-matched group of fluent speakers who have no personal or familial history of stuttering.

This experiment tested two hypotheses linking the right cerebral regulation of hostility and cardiovascular arousal. First, replication of previous research supporting heightened cardiovascular (systolic blood pressure, diastolic blood pressure, and heart rate) reactivity among high hostile participants was attempted. Second, dynamic variations in functional cerebral asymmetry in response to pain (cold pressor) and emotional linguistic processing was measured. Low- and high-hostile participants were identified using the Cook Medley Hostility Scale (CMHS). All participants completed either the negative affective verbal learning test (Experiment 1) or the cold pressor paradigm (Experiment 2). Cardiovascular measures (SBP, DBP, and HR) were recorded and either dichotic listening procedures (Experiment 1) or tachistoscopic lexical recognition procedures (Experiment 2) were administered before and after the stressor. The primary finding of this research was greater left cerebral activation (decreased cardiovascular reactivity) following the dichotic phoneme listening and the tachistoscopic lexical recognition tasks and greater right cerebral activation following pain (cold pressor) and emotionally linguistic (affective verbal learning) stressors. / Master of Science