Thesis (M. Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaf 154-159).

Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaf 154-159). Also available in print.

This study sought to determine if videotape and a live lecture demonstration produced different levels of performance by nursing students on a psychomotor task. Singer and Gerson's (1979) cognitive information processing model, specific to psychomotor performance, provides a theoretical framework for this study. The literature reviewed suggests generally there is no significant difference in learning between students taught by media and those taught by live lecture methods. A quasi-experimental two group design was used to test the hypothesis. An observation post-test of the assess the students' performances according to the tool's behavioral criteria, viewed the tapes and rated the performances of the psychomotor skill, range-of-motion. A t-test revealed no significant difference (t = 2.039; df = 18; p = .056) between the performances of the two groups on the psychomotor task. The investigation's findings suggest that the use of a videotape to teach psychomotor nursing skills is as effective as a live lecture demonstration. / School of Nursing

There is no abstract available for this dissertation.

Thesis (M.S.)--Kutztown University of Pennsylvania, 1999. / Source: Masters Abstracts International, Volume: 45-06, page: 2809. Typescript. Abstract precedes thesis as 2 preliminary leaves. Includes bibliographical references (leaves 55-56).

Thesis (M.S.)--Kutztown University of Pennsylvania, 1998. / Source: Masters Abstracts International, Volume: 45-06, page: 2808. Typescript. Abstract precedes thesis as preliminary leaves [1]-3. Includes bibliographical references (leaves 68-73).

Thesis (Ph. D.)--University of Texas at Austin, 1998. / Vita. Includes bibliographical references (leaves 145-157). Available also in a digital version from Dissertation Abstracts.

Thesis (M.A.)--University of Wisconsin--Madison, 1966. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.S. in Psychology)--Vanderbilt University, Aug. 2007. / Title from title screen. Includes bibliographical references.

Development of television viewing strategies was explored in a study of 5- and 9-year-olds' attention comprehension. Children were shown a program containing visual, audio, and audiovisual segments. Toys were available during the session. A group instructed to watch carefully and try to remember for later testing was compared with a control group on attention, cued recall and free recall for each of the three types of content.