The purpose of this study was to discover whether a nurse educator could facilitate the cognitive development of baccalaureate nursing students using writing strategies that challenged their thinking. The literature focuses first on the model of the cognitive development of college students as Perry first delineated it (1970) and later modified it (1978; 1981), as well as on how other researchers have elaborated and extended it from a descriptive to a prescriptive model. Also, literature related to writing as a strategy to facilitate learning, thinking, and developing is investigated, and specific writing tasks used to those ends are described. The study was carried out with two groups of junior nursing students. A study group, consisting of 29 students, participated in a semester long nursing concepts course where writing was used to stimulate cognitive development. The control group, consisting of 16 students, enrolled in another section of the same course, was not provided the writing experience. It was found that the total group (n = 45) demonstrated levels of cognitive development consistent with development of nursing students described in other studies (Colucciello, 1986; Frisch, 1987; Valiga 1983). An examination of student writing in response to writing assignments revealed that different kinds of tasks were effective in challenging students at different levels of development; different kinds of tasks also elicited different kinds of cognitive responses. consistent with other studies (Stonewater & Daniels, 1983), it was found that there was not a statistically significant difference between the two groups in cognitive development at the end of the semester. / Ed. D.

The purpose of this study was to answer an overall question: What is being recommended or required by states regarding social studies skills in actual curricula? The researcher examined curriculum guides to see how the states defined, classified, and organized the skills - determining whether patterns of agreement existed. Materials for the analysis were received from 39 states via letters sent to states' social studies supervisors. The states' materials were content-analyzed using the researcher's "Basic Analysis Process" which included a coding instrument based on the Essentials Of The Social Studies (1980) - a statement by NCSS to enumerate basic learning expectations for exemplary social studies programs. The method of research, the findings of the study, the literature search, and generalizations regarding curriculum guides should interest education professionals, curriculum designers, and researchers in general. The researcher's "Comparative Content Analysis System," which is based on ideas gained from research theory on qualitative study, includes a pretesting component, a "Basic Analysis Process" for the actual content analysis of the states' documents, and a system for collecting and summarizing the findings. Three special appendices illustrate the study's findings: a state by state summary of content analysis information and tables of quantitative data revealing, for example, the most dominant skills cited at specific grade levels. The literature search, which evolved into a history of the social studies skills spanning some 100 years, documented a continued situation of confusion and chaos relative to the skills. The content analysis indicated, in varying degrees, confusion extends into states' curriculum materials as well. An open-ended aspect of the study's design allowed for the emergence of the unexpected --- such as the researcher's findings regarding desirable characteristics of "ideal" curriculum guides. / Ed. D.

published_or_final_version / Education / Master / Master of Science in Information Technology in Education

Previous research has indicated that depression and thinking style (rumination versus distraction) interact to influence cognitive processing. Depressed ruminators produce more categoric autobiographical memories (AM) (i.e., a summary of repeated memories), and also demonstrate poorer SPS performance than depressed distracters and matched controls. The quality of AM retrieval during SPS is also related to the effectiveness of SPS solutions such that categoric AM retrieval during SPS contributes to poorer SPS. Therefore, the first aim of this thesis was to extend previous work by further investigating how an induced rumination/distraction influences subsequent AM retrieval during SPS and SPS performance. The first two studies examined how thinking style influences SPS and AM retrieval during SPS in a dysphoric (study 1) versus clinically depressed sample (study 2). The results indicated that rumination has a detrimental effect on SPS in both dysphoric and clinically depressed samples, with more pronounced effects in the clinical group. Rumination also appeared to influence AM retrieval during SPS for the clinically depressed group but not the dysphoric group. Moreover, in both samples, SPS performance was associated with the type of AM retrieval involved in the SPS process. As most studies investigating cognitive processes in depression have focused on Western people, a second aim of this thesis was to examine the association between thinking style, AM retrieval and SPS performance in depression from a cross-cultural perspective. The first cross-cultural study (Study 3) looked at AM retrieval on the AMT cueing task and the second cross-cultural study (Study 4) investigated whether these associations between thinking style, SPS and AM retrieval would vary across different cultures. Culture interacted with depression to influence AM retrieval on the AMT cueing task. However study 4 demonstrated that there seemed to be no interaction between culture, rumination and depression on SPS performance and AM retrieval during SPS.

<p>This study explored the effects of a teacher development programme based on Philosophy for Children. One of the challenges facing education in South Africa is that the school curriculum has to promote the development of values, such as respect for life, equality, protection of freedom and the right to an opinion, through creative and critical thinking. The theorists, Jean Piaget and Lev Vygotsky inform our understanding of cognitive development with the important notions of active involvement, mediated learning and the development of thinking skills. Many programmes have been developed to assist learners in this regard. One such programme is Philosophy for Children. This study located Philosophy for Children and the locally developed material, Stories for thinking, in Vygotskian theory and explored its application within a South African context.</p>

Contemporary models of declarative memory state that when initially learned, all novel information is encoded by the hippocampal system before being consolidated or transformed to depend on neocortical structures subserving semantic memory. Based on observations with functional magnetic resonance imaging (fMRI), this thesis presents evidence that novel associations may be directly encoded by the semantic system in humans. While the hippocampus is often involved in information processing at the early stages of learning, the semantic system is seen to encode associative memory traces in the first instance (chapter 2). Furthermore, it is proposed that the hippocampus is not involved in learning when associative information is gradually accumulated across a series of ambiguous events. This is characteristic of cross-situational learning (xSL) which allows for the acquisition of word-object associations (i.e. nouns) during infancy. It is shown that xSL is not well accounted for by a prominent model of contextual learning - the temporal context model (chapter 3). Additionally, fMRI data suggest that neocortical structures rather than components of the hippocampal system are preferentially involved in xSL compared to traditional methods of training (chapter 4). Finally, it is suggested that rapid hippocampal learning mechanisms rely on specialised neuronal-microglial interactions. The administration of a microglial inhibitor (minocycline) was found to modulate hippocampal function and bias its use when other learning systems would have been more advantageous (chapter 5). Collectively, these findings suggest that the hippocampal system is specialised for rapidly encoding information that is explicitly provided, yet may not be recruited when associative information is collated across ambiguous events. At the same time, the neocortical semantic system may be able to learn new information at faster rates than previously thought. As such, it is hypothesised that amnestic patients may be able to acquire some forms of declarative material if presented in an appropriate manner.

Age-related decline in cognitive performance and brain structure can be offset by increased exercise. Little is known, however, about the cognitive and brain structural consequences of long-term high-effort endurance exercise. In a cross-sectional design, we recruited older adults who had been engaging in high-effort endurance exercise over at least twenty years, and compared their cognitive performance and brain structure with a non-sedentary control group similar in age, sex, education, IQ, depression levels, and other lifestyle factors. We hypothesized that long-term high-effort endurance exercise would protect against the age-related decline in memory, attention, and brain structure. Our findings, in contrast to previous studies, indicated that those participating in long-term high-effort endurance exercise, when compared without confounds to non-sedentary control volunteers, showed no differences on measures of speed of processing, executive function, incidental memory, episodic memory, working memory, or visual search. On measures of prospective memory, long-term exercisers performance suggested a self-imposed increase in effort, which did not impact on ability to complete the PM task. In complex attention tasks, they displayed a differential strategy to controls. Structurally, long-term exercisers only displayed higher diffuse axial diffusivity, an index of axonal integrity, than controls, but this did not correlate with any cognitive differences.

Cognitive process accounts of the advantages conferred by diagrams in problem solving and reasoning have typically attempted to explain an idealised user or a reasoning system that has equivalent to practised knowledge of the task with the target representation. The thesis investigates the question of how diagrams support users in the process of solving unpractised problems in the domain of probability. The research question is addressed by the design and analysis of an empirical study and cognitive model. The main experiment required participants (N=8) to solve a set of unpractised probability problems presented by combined text and diagram. Think-aloud and eye-movement protocols together with given solutions were used to infer the content and process of problem interpretation, solution interpretation and task execution strategies employed by participants. The data suggested that the diagram was used to facilitate problem solving in three different ways by: (a) supporting sub-problem identification, (b) supporting prior knowledge of diagrammatic sub-schemes used for interpreting a solution and (c) supporting the process of interpreting and testing the specific meaning of given problem instructions and self-generated solution instructions. These empirical data were used to develop cognitive models of canonical strategies of the three identified phenomena: • Sub-problem identification advantages are accounted for by proposing that the spatial semantics of diagrams coupled with competences of the visual-spatial processing system and opportunities for demonstrative interpretation strategies increase the probability of goal-relevant data being made available to central cognition for further processing. • Framing advantages are accounted for by proposing that represented diagrammatic sub-schemes (e.g. part-whole portions, icon-arrays, 2D containers etc.) facilitate access to existing prior knowledge used to frame, derive, and reason about information analogically within that scheme. • Advantages in instruction interpretation are related to the specificity of diagrams which support the opportunity to demonstratively test and evaluate the referential meaning of an instruction. The cognitive model also investigates and evaluates assumptions about the prior knowledge for solving unpractised probability problems; a representational scheme for addressing the co-ordination of sub-goals; a deictic problem representation to support online processing of environmental information, a meta-cognitive processing scheme to address self-argumentation and intention tracking and visual and spatial competences to address the requirements of diagrammatic reasoning. The implications of the cognitive model are discussed with regard to existing accounts of diagrammatic reasoning, probability problem solving (PPS), and unpractised problem solving.

For people with synaesthesia, a percept or concept (inducer) triggers another experience (concurrent) which is usually in a different modality. The concurrent is automatic, and in the case of certain types of synaesthesia also consistent, however the relationship between the inducer and concurrent is not fully understood and shall be investigated in this thesis from different perspectives. The first is using hypnosis to suggest synaesthesia-like phenomenological experiences to participants, and measuring behavioural responses to see whether they behave in a similar manner to developmental synaesthetes. Results from hypnotic; 1) grapheme-colour (GC) synaesthesia; 2) motion-sound synaesthesia; suggest that phenomenological experiences similar to developmental synaesthesia can be experienced by highly susceptible participants, but is not associated with the same behaviour as developmental synaesthetes. Developmental GC synaesthetes were tested to determine whether a grapheme presented preconsciously binds with the concurrent colour to the extent that it influences behaviour or evokes the phenomenology of colour. Two techniques were used, gaze-contingent substitution (GCS) and continuous flash suppression (CFS). Using GCS, it was shown that although digits can be primed preconsciously, they don't bind with their concurrent colour to influence behaviour. Nevertheless, many synaesthetes still experienced colours though they didn't necessarily match the primed digit. CFS experiments showed that the colour of a grapheme's concurrent, or whether the grapheme is presented in the correct or incorrect colour for that synaesthete, doesn't influence the time for conscious perception of a grapheme, even though colour words presented in the correct colour are perceived faster than those in the wrong colour. Phenomenological differences were compared to the behavioural measures using questionnaires modified using factor analysis (the R-RSPA and R-ISEQ). Overall, inducers must be seen consciously for them to bind with the concurrent, and experiencing the phenomenology of synaesthesia is not sufficient to behave like a synaesthete.

It has recently been found that during recognition memory tests participants' pupils dilate more when they view old items compared to novel items. This thesis sought to replicate this novel ‘‘Pupil Old/New Effect'' (PONE) and to determine its relationship to implicit and explicit mnemonic processes, the veracity of participants' responses, and the analogous Event-Related Potential (ERP) old/new effect. Across 9 experiments, pupil-size was measured with a video-based eye-tracker during a variety of recognition tasks, and, in the case of Experiment 8, with concurrent Electroencephalography (EEG). The main findings of this thesis are that: - the PONE occurs in a standard explicit test of recognition memory but not in “implicit” tests of either perceptual fluency or artificial grammar learning; - the PONE is present even when participants are asked to give false behavioural answers in a malingering task, or are asked not to respond at all; - the PONE is present when attention is divided both at learning and during recognition; - the PONE is accompanied by a posterior ERP old/new effect; - the PONE does not occur when participants are asked to read previously encountered words without making a recognition decision; - the PONE does not occur if participants preload an “old/new” response; - the PONE is not enhanced by repetition during learning. These findings are discussed in the context of current models of recognition memory and other psychophysiological indices of mnemonic processes. It is argued that together these findings suggest that the increase in pupil-size which occurs when participants encounter previously studied items is not under conscious control and may reflect primarily recollective processes associated with recognition memory.