No description available.

No description available.

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1992. / Vita. Abstract. Includes bibliographical references (leaves 126-136). Also available via the Internet.

Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references. Also available in print.

The primary focus of this study was to determine the effects of thermal biofeedback training on the reading achievement (comprehension) of underachieving readers in the primary grades. A secondary purpose was to determine whether biofeedback training would alter the locus of control of the subjects involved. The study was based on the integration of research data supporting two related principles: (1) the positive relationships between locus of control and improved academic achievement and (2) the positive relationships between biofeedback and locus of control. Consequently, the theoretical foundation assumed that biofeedback should affect academic achievement.The study was conducted in the four largest elementary schools participating in federally funded Title I reading programs within a midwestern city. Participating Title I students in grades one through three were randomly selected and assigned to the experimental group (biofeedback trained) or to the control group (no treatment). The final sample and subsequent data analyses included 112 students: 52 controls and 60 experimentals. There was an even distribution of sex and race. The subjects were administered the California Achievement Test--Reading, 1977 and the Nowicki-Strickland Personal Reaction Survey as pre- and post-test measures.Biofeedback technicians were trained by a doctorate level person in procedural guidelines for thermal training. Instrumentation included the Cyborg J42 thermal trainer, Biotic Band II, and Physiologic trend indicators. Training occurred 15 minutes per session twice a week for a minimum of 12 weeks. Following biofeedback training, reading instruction proceeded as usual.Results of a correlated t test indicated that primary grade subjects were able to learn the technique of biofeedback training (p<.0001) in a group setting, with a recorded mean difference of 4.58 F. from baseline to peak temperature. Pre-post results of the dependent variable were analyzed using a 2x2x2 multivariate analysis of covariance. The three-way interaction for the treatment, race, and sex comparisons was significant at the .0099 probability level. Subsequent analysis indicated significantly improved reading comprehension for the biofeedback trained black females (p<.Ol) and white males (p<.0001). Also, thermal biofeedback training was found to significantly (p<.0001) affect locus of control toward a more internal direction, in all treatment groups.

Thesis (M.A.)--York University, 2008. Graduate Programme in Clinical Developmental Psychology. / Typescript. Includes bibliographical references (leaves 65-70). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR45944

There is no abstract available for this dissertation.

Typescript. / Thesis (Ph. D.)--University of Hawaii, 1970. / Bibliography: leaves 166-173. / viii, 173 l graphs, tables

Thesis (M.A.)--University of Wyoming, 2007. / Title from PDF title page (viewed on Feb. 11, 2009). Includes bibliographical references (p. 51-56).

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