subject:(Cognitive Processing)

University of Connecticut

1. Riley, Kristen E. Negative Event Appraisals, Cognitive Processing, and Adjustment.

Degree: MA, Psychology, 2012, University of Connecticut

URL: https://opencommons.uconn.edu/gs_theses/355

► Appraisals of stressful events are linked to their adjustment to those stressful events. Appraisals can include perceptions of an event as threatening, uncontrollable, controllable,… (more)

Subjects/Keywords: Appraisals; Cognitive Processing; Coping; Stress

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APA (6^th Edition):

Riley, K. E. (2012). Negative Event Appraisals, Cognitive Processing, and Adjustment. (Masters Thesis). University of Connecticut. Retrieved from https://opencommons.uconn.edu/gs_theses/355

Chicago Manual of Style (16^th Edition):

Riley, Kristen E. “Negative Event Appraisals, Cognitive Processing, and Adjustment.” 2012. Masters Thesis, University of Connecticut. Accessed April 18, 2021. https://opencommons.uconn.edu/gs_theses/355.

MLA Handbook (7^th Edition):

Riley, Kristen E. “Negative Event Appraisals, Cognitive Processing, and Adjustment.” 2012. Web. 18 Apr 2021.

Vancouver:

Riley KE. Negative Event Appraisals, Cognitive Processing, and Adjustment. [Internet] [Masters thesis]. University of Connecticut; 2012. [cited 2021 Apr 18]. Available from: https://opencommons.uconn.edu/gs_theses/355.

Council of Science Editors:

Riley KE. Negative Event Appraisals, Cognitive Processing, and Adjustment. [Masters Thesis]. University of Connecticut; 2012. Available from: https://opencommons.uconn.edu/gs_theses/355

University of Manitoba

2. Fazaluddin, Anjum. The influence of contradicting implication on inference generation in discourse processing: a phantom recollection approach.

Degree: Psychology, 2011, University of Manitoba

URL: http://hdl.handle.net/1993/4860

► Many cognitive processes influence how we encode, store, and retrieve what we read. Two processes are considered to affect retrieval from memory: recollection and familiarity.… (more)

Subjects/Keywords: psychology; cognitive; discourse; processing

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APA (6^th Edition):

Fazaluddin, A. (2011). The influence of contradicting implication on inference generation in discourse processing: a phantom recollection approach. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/4860

Chicago Manual of Style (16^th Edition):

Fazaluddin, Anjum. “The influence of contradicting implication on inference generation in discourse processing: a phantom recollection approach.” 2011. Masters Thesis, University of Manitoba. Accessed April 18, 2021. http://hdl.handle.net/1993/4860.

MLA Handbook (7^th Edition):

Fazaluddin, Anjum. “The influence of contradicting implication on inference generation in discourse processing: a phantom recollection approach.” 2011. Web. 18 Apr 2021.

Vancouver:

Fazaluddin A. The influence of contradicting implication on inference generation in discourse processing: a phantom recollection approach. [Internet] [Masters thesis]. University of Manitoba; 2011. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/1993/4860.

Council of Science Editors:

Fazaluddin A. The influence of contradicting implication on inference generation in discourse processing: a phantom recollection approach. [Masters Thesis]. University of Manitoba; 2011. Available from: http://hdl.handle.net/1993/4860

University of Windsor

3. Considine, Ciaran Michael. Cognitive-Affective Processing, Sleep Quality, and Mood in Obstructive Sleep Apnea.

Degree: PhD, Psychology, 2015, University of Windsor

URL: https://scholar.uwindsor.ca/etd/5522

► OBJECTIVES : Extant experimental research implicates sleep disturbance as causal to dysregulation of emotional processes and neurocognitive functioning. Clinical research with psychiatric samples suggests… (more)

▼ OBJECTIVES : Extant experimental research implicates sleep disturbance as causal to dysregulation of emotional processes and neurocognitive functioning. Clinical research with psychiatric samples suggests that sleep disturbance may be an etiological or sustaining factor in certain conditions, rather than solely a symptom. Recently proposed models have hypothesized cognitive-affective processing (CAP) as a potential mediator for the relationship between sleep disturbance and depressed mood. This study investigated relevant neuropsychological and sleep-physiological variables to explore the applicability of this type of model within a sleep apnea referral sample. METHODS: 61 participants referred for polysomnogram also completed self-report measures of mood and sleep, as well as a neuropsychological battery consisting of standard neurocognitive measures and novel cognitive-affective processing counterpart measures. RESULTS: Correlational and ANCOVA analyses suggested cognitive-affective processing measures were potentialy more sensitive toward dysfunction secondary to sleep-disordered breathing than standard neurocognitive measures. Regression analyses were mixed, while most of the a priori model was confirmed, unexpected null findings between sleep physiology and depression suggested poor fit for this sample. Exploratory analyses suggest there may be a more complex model relating the three constructs of interest, incorporating related sleep physiology and affective state constructs. CONCLUSIONS: Within our sample, findings suggest dysfunctional sleep-breathing physiology impacts the affective valence of previously identified subcortical-frontal retrieval dysfunction. The relative absence of findings within standard measures suggests that cognitive-affective processing measures may be more sensitive to finer gradients of sleep disturbance severity. Additionally, this finding is independent of the incidental findings that the cognitive-affective processing is sensitive to negative mood and psychological distress about lack of sleep, suggesting the neurocognitive measure is sensitive to both physiological and psychological sequelae. This study provides initial support for a neuropsychological measure of how humans process emotionally-laden information, which has significant potential for use in research and clinical fields. Future research will generate normative data for the novel cognitive-affective processing measures, as well as explore the original and expanded model of negative mood within other psychiatric and neurological samples. Advisors/Committee Members: Abeare, Chris.

Subjects/Keywords: Cognitive-Affective Processing; Cognitive Processing; Depression; Emotional Processing; Obstructive Sleep Apnea; Sleep

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APA (6^th Edition):

Considine, C. M. (2015). Cognitive-Affective Processing, Sleep Quality, and Mood in Obstructive Sleep Apnea. (Doctoral Dissertation). University of Windsor. Retrieved from https://scholar.uwindsor.ca/etd/5522

Chicago Manual of Style (16^th Edition):

Considine, Ciaran Michael. “Cognitive-Affective Processing, Sleep Quality, and Mood in Obstructive Sleep Apnea.” 2015. Doctoral Dissertation, University of Windsor. Accessed April 18, 2021. https://scholar.uwindsor.ca/etd/5522.

MLA Handbook (7^th Edition):

Considine, Ciaran Michael. “Cognitive-Affective Processing, Sleep Quality, and Mood in Obstructive Sleep Apnea.” 2015. Web. 18 Apr 2021.

Vancouver:

Considine CM. Cognitive-Affective Processing, Sleep Quality, and Mood in Obstructive Sleep Apnea. [Internet] [Doctoral dissertation]. University of Windsor; 2015. [cited 2021 Apr 18]. Available from: https://scholar.uwindsor.ca/etd/5522.

Council of Science Editors:

Considine CM. Cognitive-Affective Processing, Sleep Quality, and Mood in Obstructive Sleep Apnea. [Doctoral Dissertation]. University of Windsor; 2015. Available from: https://scholar.uwindsor.ca/etd/5522

University of Rochester

4. Kersey, Alyssa J. Developmental continuity in the neural representations of number.

Degree: PhD, 2018, University of Rochester

URL: http://hdl.handle.net/1802/34269

► The acquisition of formal mathematics is a uniquely human ability that supports success in the fields of science, technology, engineering, and medicine. Theories of brain… (more)

Subjects/Keywords: Cognitive development; Education; fMRI; Mathematics; Number processing

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APA (6^th Edition):

Kersey, A. J. (2018). Developmental continuity in the neural representations of number. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/34269

Chicago Manual of Style (16^th Edition):

Kersey, Alyssa J. “Developmental continuity in the neural representations of number.” 2018. Doctoral Dissertation, University of Rochester. Accessed April 18, 2021. http://hdl.handle.net/1802/34269.

MLA Handbook (7^th Edition):

Kersey, Alyssa J. “Developmental continuity in the neural representations of number.” 2018. Web. 18 Apr 2021.

Vancouver:

Kersey AJ. Developmental continuity in the neural representations of number. [Internet] [Doctoral dissertation]. University of Rochester; 2018. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/1802/34269.

Council of Science Editors:

Kersey AJ. Developmental continuity in the neural representations of number. [Doctoral Dissertation]. University of Rochester; 2018. Available from: http://hdl.handle.net/1802/34269

Baylor University

5. Eustice, Dylan Scott, 1992-. Adaptive radar waveform synthesis via alternating projections.

Degree: M.S.E.C.E., Baylor University. Dept. of Electrical & Computer Engineering., 2015, Baylor University

URL: http://hdl.handle.net/2104/9595

► As the number of wireless broadband devices occupying our airwaves grows at a rapid rate, the resultant decrease in available spectrum for current technologies and… (more)

Subjects/Keywords: Signal processing. Computational intelligence. Cognitive radar.

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APA (6^th Edition):

Eustice, Dylan Scott, 1. (2015). Adaptive radar waveform synthesis via alternating projections. (Masters Thesis). Baylor University. Retrieved from http://hdl.handle.net/2104/9595

Chicago Manual of Style (16^th Edition):

Eustice, Dylan Scott, 1992-. “Adaptive radar waveform synthesis via alternating projections.” 2015. Masters Thesis, Baylor University. Accessed April 18, 2021. http://hdl.handle.net/2104/9595.

MLA Handbook (7^th Edition):

Eustice, Dylan Scott, 1992-. “Adaptive radar waveform synthesis via alternating projections.” 2015. Web. 18 Apr 2021.

Vancouver:

Eustice, Dylan Scott 1. Adaptive radar waveform synthesis via alternating projections. [Internet] [Masters thesis]. Baylor University; 2015. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/2104/9595.

Council of Science Editors:

Eustice, Dylan Scott 1. Adaptive radar waveform synthesis via alternating projections. [Masters Thesis]. Baylor University; 2015. Available from: http://hdl.handle.net/2104/9595

University of Tasmania

6. Van Der Kley, EM. Validation of a new mobile and openly available processing speed test.

Degree: 2019, University of Tasmania

URL: https://eprints.utas.edu.au/34780/1/Van_Der_Kley_whole_thesis.pdf

► There are barriers to current tests of processing speed: cost, access, and learning effects. We aimed to develop a brief mobile test of processed speed,… (more)

Subjects/Keywords: processing speed; assessment; cognitive testing; alcohol impairment

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APA (6^th Edition):

Van Der Kley, E. (2019). Validation of a new mobile and openly available processing speed test. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/34780/1/Van_Der_Kley_whole_thesis.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Van Der Kley, EM. “Validation of a new mobile and openly available processing speed test.” 2019. Thesis, University of Tasmania. Accessed April 18, 2021. https://eprints.utas.edu.au/34780/1/Van_Der_Kley_whole_thesis.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Van Der Kley, EM. “Validation of a new mobile and openly available processing speed test.” 2019. Web. 18 Apr 2021.

Vancouver:

Van Der Kley E. Validation of a new mobile and openly available processing speed test. [Internet] [Thesis]. University of Tasmania; 2019. [cited 2021 Apr 18]. Available from: https://eprints.utas.edu.au/34780/1/Van_Der_Kley_whole_thesis.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Van Der Kley E. Validation of a new mobile and openly available processing speed test. [Thesis]. University of Tasmania; 2019. Available from: https://eprints.utas.edu.au/34780/1/Van_Der_Kley_whole_thesis.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Arizona State University

7. Berg, Dena Beth. Manifestation of Higher-order Cognitive Processing Deficits Resulting from Concussion.

Degree: MS, Speech and Hearing Science, 2013, Arizona State University

URL: http://repository.asu.edu/items/17846

► Concussion, a subset of mild traumatic brain injury (mTBI), has recently been brought to the forefront of the media due to a large lawsuit filed… (more)

Subjects/Keywords: Speech therapy; Mental health; cognitive processing; concussion

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APA (6^th Edition):

Berg, D. B. (2013). Manifestation of Higher-order Cognitive Processing Deficits Resulting from Concussion. (Masters Thesis). Arizona State University. Retrieved from http://repository.asu.edu/items/17846

Chicago Manual of Style (16^th Edition):

Berg, Dena Beth. “Manifestation of Higher-order Cognitive Processing Deficits Resulting from Concussion.” 2013. Masters Thesis, Arizona State University. Accessed April 18, 2021. http://repository.asu.edu/items/17846.

MLA Handbook (7^th Edition):

Berg, Dena Beth. “Manifestation of Higher-order Cognitive Processing Deficits Resulting from Concussion.” 2013. Web. 18 Apr 2021.

Vancouver:

Berg DB. Manifestation of Higher-order Cognitive Processing Deficits Resulting from Concussion. [Internet] [Masters thesis]. Arizona State University; 2013. [cited 2021 Apr 18]. Available from: http://repository.asu.edu/items/17846.

Council of Science Editors:

Berg DB. Manifestation of Higher-order Cognitive Processing Deficits Resulting from Concussion. [Masters Thesis]. Arizona State University; 2013. Available from: http://repository.asu.edu/items/17846

University of Maryland

8. UNDERHILL, JILL CORNELIUS. EXAMINING THE EFFECTS OF HOPE AND FEAR APPEALS ON COGNITIVE PROCESSING.

Degree: Communication, 2012, University of Maryland

URL: http://hdl.handle.net/1903/13196

► The potential of hope appeals as persuasive messages relative to other types of emotional appeals is unclear. Hope has been theorized to influence motivation, attitudes,… (more)

▼ The potential of hope appeals as persuasive messages relative to other types of emotional appeals is unclear. Hope has been theorized to influence motivation, attitudes, and behaviors in meaningful ways; it is also believed to bias cognition toward goal achievement. Based on appraisal theories and the dual processing paradigm, a conceptual framework for how hope appeals could influence message processing, relative to fear appeals, was proffered. It was predicted that hope appeals would bias recipients, such that they would not pay close attention to the emotional appeal or recommendations that accompanied the appeal in order to maintain their positive mood. Fear appeal recipients were expected to counterargue the emotional appeal, but overestimate the quality of the accompanying recommendations. Emotional appeal type and recommendation quality were expected to interact to influence thought generation. Research questions addressing the influence of emotional appeals on recall were also investigated. A 3(Appeal: hope, fear, or rational) x 2(Recommendation Quality: low or high) x 2 (Source Quality: low or high) independent groups experiment was conducted. Overall, some support for the predictions was found. First, processing of the emotional appeal was examined. Hope appeal recipients generated more supportive thoughts and fewer counterarguments than fear appeal recipients. Processing of recommendations was then examined. Fear appeal recipients generated more supportive thoughts about recommendations than hope appeal recipients. Recommendation quality exerted a strong influence on thought generation. Recall of the recommendations and source was also examined. Hope appeal recipients recalled more recommendations than fear or rational appeal recipients. No interactions between emotional appeal type and recommendation quality emerged for the thought generation or recall measures. Theoretical and applied implications, as well as recommendations for future research, are discussed. Advisors/Committee Members: TUNRER, MONIQUE M (advisor), PARRY-GILES, TREVOR (advisor).

Subjects/Keywords: Communication; COGNITIVE PROCESSING; EMOTION; FEAR; HOPE; PERSUASION

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APA (6^th Edition):

UNDERHILL, J. C. (2012). EXAMINING THE EFFECTS OF HOPE AND FEAR APPEALS ON COGNITIVE PROCESSING. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/13196

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

UNDERHILL, JILL CORNELIUS. “EXAMINING THE EFFECTS OF HOPE AND FEAR APPEALS ON COGNITIVE PROCESSING.” 2012. Thesis, University of Maryland. Accessed April 18, 2021. http://hdl.handle.net/1903/13196.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

UNDERHILL, JILL CORNELIUS. “EXAMINING THE EFFECTS OF HOPE AND FEAR APPEALS ON COGNITIVE PROCESSING.” 2012. Web. 18 Apr 2021.

Vancouver:

UNDERHILL JC. EXAMINING THE EFFECTS OF HOPE AND FEAR APPEALS ON COGNITIVE PROCESSING. [Internet] [Thesis]. University of Maryland; 2012. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/1903/13196.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

UNDERHILL JC. EXAMINING THE EFFECTS OF HOPE AND FEAR APPEALS ON COGNITIVE PROCESSING. [Thesis]. University of Maryland; 2012. Available from: http://hdl.handle.net/1903/13196

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of New South Wales

9. Woolcott , Geoffrey W. Perspectives on information processing systems and their application to educational theories and practices.

Degree: Education, 2012, University of New South Wales

URL: http://handle.unsw.edu.au/1959.4/52614 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11287/SOURCE01?view=true

► Education plays a major role in human cultural accumulation in modern industrialisedsocieties, but, until recently, educational theories and practices were reliant on studies oflearning and… (more)

▼ Education plays a major role in human cultural accumulation in modern industrialisedsocieties, but, until recently, educational theories and practices were reliant on studies oflearning and memory based in the social and behavioural sciences and historicalpractice. Education, however, has been influenced increasingly by studies in moderncognitive psychology, in particular those studies with a focus on learning and memoryconsidered in terms of human environmental interaction and information processing. Incontrast, studies based in the scientific empiricism of integrative biology, some ofwhich have had a similar focus, appear to have had less influence.This thesis examines the focus on studies of learning and memory in both moderncognitive psychology and integrative biology and, in order to place such studies in abroad context, examines learning and memory processes in terms of environmentalinteractions and information processing in a range of organisms and non-organismalstructures. On the basis of commonalities in such interactions and processes, novelconceptualisations of information and information processing systems are developedand used to construct an overarching framework that may be applied to the examinationof learning and memory processes, in a broad sense, in all organisms and structures.Within this framework, memory is described in terms of the range of possibilities orpotentialities of any entity of matter and energy, in a given time interval, and learning asany environmental information input or output that results in a change in that memory.This framework accommodates conventional views of human learning and memoryand this thesis, therefore, outlines the potential application of the framework in humaneducation. In particular, the framework is used to examine how educational theories andpractices may be scientifically integrated, with the examination of the educationalprinciples of cognitive load theory used as an illustrative example. The thesis examinesalso how both derived and novel generalised educational principles may be developedwithin this framework and applied in human education. Additionally, this thesisexamines how the framework may be used in the development of generalised cognitivemodels that may be applied to the examination of educational theories and practices, inparticular those that are based in the consideration of environmental interactionsthrough examination of network theory and complexity theory. Advisors/Committee Members: Sweller, John, Education, Faculty of Arts & Social Sciences, UNSW, Evers, Colin, Education, Faculty of Arts & Social Sciences, UNSW.

Subjects/Keywords: Information Processing; Cognitive Psychology; Integrative Biology; Education

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APA (6^th Edition):

Woolcott , G. W. (2012). Perspectives on information processing systems and their application to educational theories and practices. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/52614 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11287/SOURCE01?view=true

Chicago Manual of Style (16^th Edition):

Woolcott , Geoffrey W. “Perspectives on information processing systems and their application to educational theories and practices.” 2012. Doctoral Dissertation, University of New South Wales. Accessed April 18, 2021. http://handle.unsw.edu.au/1959.4/52614 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11287/SOURCE01?view=true.

MLA Handbook (7^th Edition):

Woolcott , Geoffrey W. “Perspectives on information processing systems and their application to educational theories and practices.” 2012. Web. 18 Apr 2021.

Vancouver:

Woolcott GW. Perspectives on information processing systems and their application to educational theories and practices. [Internet] [Doctoral dissertation]. University of New South Wales; 2012. [cited 2021 Apr 18]. Available from: http://handle.unsw.edu.au/1959.4/52614 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11287/SOURCE01?view=true.

Council of Science Editors:

Woolcott GW. Perspectives on information processing systems and their application to educational theories and practices. [Doctoral Dissertation]. University of New South Wales; 2012. Available from: http://handle.unsw.edu.au/1959.4/52614 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11287/SOURCE01?view=true

University of Delaware

10. Barnes, John Benjamin. Therapeutic processes in written exposure therapy and cognitive processing therapy.

Degree: PhD, University of Delaware, Department of Psychological and Brain Sciences, 2017, University of Delaware

URL: http://udspace.udel.edu/handle/19716/21956

► Posttraumatic stress disorder (PTSD) is an important focus of research, given its high prevalence rates and significant impairment across several domains of functioning. Cognitive processing… (more)

▼ Posttraumatic stress disorder (PTSD) is an important focus of research, given its high prevalence rates and significant impairment across several domains of functioning. Cognitive processing therapy (CPT) is a 12-session cognitive-behavioral treatment for PTSD that has been shown to have good efficacy and effectiveness and is being disseminated widely. In addition, researchers have developed a brief 5-session written exposure treatment (written exposure therapy; WET) for PTSD that requires limited therapist involvement to increase client acceptability, reduce dropout, and improve access to care. The developers of this treatment have completed a non-inferiority randomized controlled trial in a sample of 126 adults with PTSD, demonstrating equivalent efficacy between WET and CPT. The current study examined processes of change by coding the content of the written narrative components from these treatments. Levels of multimodal trauma network activation, avoidance, assimilation, overgeneralization, and accommodation were compared and examined as predictors of dropout and of 6- and 12-week PTSD treatment outcomes within and between groups. Word count, level of narrative detail, and extent of trauma focus were also compared. Results suggested that although the CPT treatment group wrote longer trauma recounting narratives with more detail and therapeutic focus, both treatments showed similar levels of avoidance and multimodal trauma network activation and that higher levels of trauma network activation predicted better outcomes for the WET group. Across written components of both treatments, overgeneralization decreased in the CPT group only, and accommodation improved across both treatments. In terms of outcomes, improvements in overgeneralization and accommodation predicted better 12-week outcomes in both groups, and these changes predicted outcome over and above levels of trauma network activation. Finally, higher levels of assimilation in initial narratives were positively associated with dropout, which was higher in the CPT group (40% versus 6%). These findings add to the primary RCT by demonstrating similar change processes in WET, but with lower dropout rates and less burden. Advisors/Committee Members: Hayes, Adele.

Subjects/Keywords: Psychology; Cognitive behavioral therapy; Cognitive processing therapy; PTSD; Written exposure therapy

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APA (6^th Edition):

Barnes, J. B. (2017). Therapeutic processes in written exposure therapy and cognitive processing therapy. (Doctoral Dissertation). University of Delaware. Retrieved from http://udspace.udel.edu/handle/19716/21956

Chicago Manual of Style (16^th Edition):

Barnes, John Benjamin. “Therapeutic processes in written exposure therapy and cognitive processing therapy.” 2017. Doctoral Dissertation, University of Delaware. Accessed April 18, 2021. http://udspace.udel.edu/handle/19716/21956.

MLA Handbook (7^th Edition):

Barnes, John Benjamin. “Therapeutic processes in written exposure therapy and cognitive processing therapy.” 2017. Web. 18 Apr 2021.

Vancouver:

Barnes JB. Therapeutic processes in written exposure therapy and cognitive processing therapy. [Internet] [Doctoral dissertation]. University of Delaware; 2017. [cited 2021 Apr 18]. Available from: http://udspace.udel.edu/handle/19716/21956.

Council of Science Editors:

Barnes JB. Therapeutic processes in written exposure therapy and cognitive processing therapy. [Doctoral Dissertation]. University of Delaware; 2017. Available from: http://udspace.udel.edu/handle/19716/21956

11. Boudros, Henrietta N. Bilingualism and cognition: exploring the bilingual cognitive advantage across the lifespan.

Degree: PhD, French, 2017, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/97654

► Research has demonstrated that bilingual children who constantly juggle two languages have better controlled processing and enhanced executive function (Bialystok, 2001; Bialystok & Martin, 2004).… (more)

▼ Research has demonstrated that bilingual children who constantly juggle two languages have better controlled processing and enhanced executive function (Bialystok, 2001; Bialystok & Martin, 2004). These findings have also been extended to adults whereby bilingual adults across the lifespan were found to have smaller interference effects than monolingual adults on a number of measures thought to involve cognitive and/or word-level linguistic control, for instance the Simon, Flanker, and Stroop tasks (see e.g., Bialystok et al., 2004). The claims of this hypothesis are controversial, however, with several recent studies finding no evidence of the advantage (Hilchey & Klein, 2011; Kousaie & Phillips,2012, Kousaie et al., 2012, Paap & Greenberg, 2013, Paap et al., 2014) and of the calls for more research (Abutalebi & Clahsen, 2015; Bialystok & Kroll, 2013; Titone & Baum, 2014; Valian, 2015), especially with older adults, the present study examines how bilingual language experiences can impact cognitive-linguistic processing across the lifespan. This study further investigates the Bilingual Cognitive Advantage (BCA) hypothesis, which holds that bilinguals can show evidence of having certain cognitive advantages relative to monolinguals (Bialystok et al., 2004, 2006, 2008 a,b; Costa et al., 2008; Hernandez et al., 2010; Salvatierra & Rosselli, 2011; Bialystok et al., 2014; Blumenfeld & Marian, 2014). Participants included French-English and English-French bilinguals and both English and French monolinguals between 18-80 years of age (n=131). Tasks which served as proxy measures of executive function included English- and French-language versions of the Simon, Stroop, Corsi block task, Verbal fluency test, and Aospan. Results from these tasks considered together with language-related experiential variables are interpreted as supporting the BCA hypothesis. Findings are discussed with respect to possible future avenues of research. Advisors/Committee Members: Golato, Peter (advisor), Fresco, Karen (Committee Chair), Christianson, Kiel (committee member), Kibbee, Douglas (committee member).

Subjects/Keywords: Bilingualism; Cognitive and linguistic processing; Cognitive control; Aging

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APA (6^th Edition):

Boudros, H. N. (2017). Bilingualism and cognition: exploring the bilingual cognitive advantage across the lifespan. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/97654

Chicago Manual of Style (16^th Edition):

Boudros, Henrietta N. “Bilingualism and cognition: exploring the bilingual cognitive advantage across the lifespan.” 2017. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed April 18, 2021. http://hdl.handle.net/2142/97654.

MLA Handbook (7^th Edition):

Boudros, Henrietta N. “Bilingualism and cognition: exploring the bilingual cognitive advantage across the lifespan.” 2017. Web. 18 Apr 2021.

Vancouver:

Boudros HN. Bilingualism and cognition: exploring the bilingual cognitive advantage across the lifespan. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2017. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/2142/97654.

Council of Science Editors:

Boudros HN. Bilingualism and cognition: exploring the bilingual cognitive advantage across the lifespan. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/97654

12. Baruch, Ariel. In the Face of Threat: How Relationship Threat Affects Cognitive Processing.

Degree: MS, Psychology, 2011, University of Massachusetts

URL: https://scholarworks.umass.edu/theses/662

► This investigation examined the hypothesis that the presence of relationship threat leads to decreased working memory capacity, and also changes partner perceptions based on… (more)

Subjects/Keywords: threat; romantic relationship; cognitive processing; memory; Cognitive Psychology; Social Psychology

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APA (6^th Edition):

Baruch, A. (2011). In the Face of Threat: How Relationship Threat Affects Cognitive Processing. (Masters Thesis). University of Massachusetts. Retrieved from https://scholarworks.umass.edu/theses/662

Chicago Manual of Style (16^th Edition):

Baruch, Ariel. “In the Face of Threat: How Relationship Threat Affects Cognitive Processing.” 2011. Masters Thesis, University of Massachusetts. Accessed April 18, 2021. https://scholarworks.umass.edu/theses/662.

MLA Handbook (7^th Edition):

Baruch, Ariel. “In the Face of Threat: How Relationship Threat Affects Cognitive Processing.” 2011. Web. 18 Apr 2021.

Vancouver:

Baruch A. In the Face of Threat: How Relationship Threat Affects Cognitive Processing. [Internet] [Masters thesis]. University of Massachusetts; 2011. [cited 2021 Apr 18]. Available from: https://scholarworks.umass.edu/theses/662.

Council of Science Editors:

Baruch A. In the Face of Threat: How Relationship Threat Affects Cognitive Processing. [Masters Thesis]. University of Massachusetts; 2011. Available from: https://scholarworks.umass.edu/theses/662

13. Fournier, Ashley S. Relationship and collective impact of attention, processing speed, and working memory: Validation of the cognitive facilitation/inhibition domain of the Integrated SNP/CHC model.

Degree: 2014, Texas Woman's University

URL: http://hdl.handle.net/11274/3645

► A great deal of research has focused upon the relationship between attention and working memory (WM; Cowan, 2010a; Oberauer & Bialkova, 2009) and WM and… (more)

▼ A great deal of research has focused upon the relationship between attention and working memory (WM; Cowan, 2010a; Oberauer & Bialkova, 2009) and WM and processing speed (PS; Fry & Hale, 2000; Kail, 2007; Nettelbeck & Burns, 2010). Each of these neurocognitive constructs has been viewed by numerous researchers as supportive of higher-order cognitive processes; however, the relationship between attention, PS, and WM is rarely investigated (Fry & Hale). In recognition of the consistencies between these three constructs, a recent model of pediatric neuropsychological functioning proposes a relationship between attention, PS, and WM. The Integrated School Neuropsychological (SNP)/Cattell-Horn-Carroll (CHC) model suggests that neuropsychological functioning can be tapped by assessing across four, broad domains of neurocognitive functioning including sensorimotor functions, cognitive facilitators/inhibitors, basic cognitive processes, and acquired knowledge (Miller, 2013). The cognitive facilitation/inhibition domain is hypothesized to be composed of attention, PS, and WM which act in concert to enable or constrain higher-order cognitive processes. The purpose of this study was to first examine the relationship between attention, PS, and WM. Secondarily, the collective impact of these three constructs upon basic cognitive processes was investigated. The data used in this study were culled from an archival database containing neuropsychological case studies submitted as part of the Kids, Incorporated School Neuropsychology Post-Graduate Certification Program. Only those scores associated with measures of cognitive facilitation/inhibition and basic cognitive processes were used in the current study. Confirmatory factor analysis and structural regression modeling were conducted in order to determine the relationship between and collective impact of attention, PS, and WM. The findings suggested that there was no meaningful relationship between these three neurocognitive constructs; however, a significant relationship between attention and WM was observed. The results also revealed that attention and WM were predictive of a number of basic cognitive processes outlined in the Integrated SNP/CHC model including visuospatial, auditory, and executive processes. Taken together, this indicated that the aspects of the Integrated SNP/CHC model examined for validation were not entirely supported or refuted. Additional research is necessary in order to substantiate the current findings and further validate the Integrated SNP/CHC model.

Subjects/Keywords: Cognitive psychology; Physiological psychology; Attention; Cognitive facilitators; Cognitive inhibitors; Processing speed; School neuropsychology; Working memory

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Fournier, A. S. (2014). Relationship and collective impact of attention, processing speed, and working memory: Validation of the cognitive facilitation/inhibition domain of the Integrated SNP/CHC model. (Thesis). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/3645

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Fournier, Ashley S. “Relationship and collective impact of attention, processing speed, and working memory: Validation of the cognitive facilitation/inhibition domain of the Integrated SNP/CHC model.” 2014. Thesis, Texas Woman's University. Accessed April 18, 2021. http://hdl.handle.net/11274/3645.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Fournier, Ashley S. “Relationship and collective impact of attention, processing speed, and working memory: Validation of the cognitive facilitation/inhibition domain of the Integrated SNP/CHC model.” 2014. Web. 18 Apr 2021.

Vancouver:

Fournier AS. Relationship and collective impact of attention, processing speed, and working memory: Validation of the cognitive facilitation/inhibition domain of the Integrated SNP/CHC model. [Internet] [Thesis]. Texas Woman's University; 2014. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/11274/3645.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fournier AS. Relationship and collective impact of attention, processing speed, and working memory: Validation of the cognitive facilitation/inhibition domain of the Integrated SNP/CHC model. [Thesis]. Texas Woman's University; 2014. Available from: http://hdl.handle.net/11274/3645

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of California – Berkeley

14. Flevaris, Anastasia V. The Role of Spatial Frequency Selection in Local versus Global Perception.

Degree: Psychology, 2009, University of California – Berkeley

URL: http://www.escholarship.org/uc/item/143509fk

► The aim of this research is to investigate the extent to which selective attention to spatial frequency (SF) mediates local versus global perception in general… (more)

Subjects/Keywords: Psychology, Cognitive; Global processing; Hemispheric Asymmetries; Local processing; Spatial Frequency

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APA (6^th Edition):

Flevaris, A. V. (2009). The Role of Spatial Frequency Selection in Local versus Global Perception. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/143509fk

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Flevaris, Anastasia V. “The Role of Spatial Frequency Selection in Local versus Global Perception.” 2009. Thesis, University of California – Berkeley. Accessed April 18, 2021. http://www.escholarship.org/uc/item/143509fk.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Flevaris, Anastasia V. “The Role of Spatial Frequency Selection in Local versus Global Perception.” 2009. Web. 18 Apr 2021.

Vancouver:

Flevaris AV. The Role of Spatial Frequency Selection in Local versus Global Perception. [Internet] [Thesis]. University of California – Berkeley; 2009. [cited 2021 Apr 18]. Available from: http://www.escholarship.org/uc/item/143509fk.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Flevaris AV. The Role of Spatial Frequency Selection in Local versus Global Perception. [Thesis]. University of California – Berkeley; 2009. Available from: http://www.escholarship.org/uc/item/143509fk

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

The Ohio State University

15. Poulsen, Shannon. An exploration of cognitive reflection, identity threats, and directional information processing.

Degree: MA, Communication, 2018, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1532001627639449

► Are effortful thinkers more likely to process identity-threatening information accurately than those who tend to rely on their intuition? Or are they more likely to… (more)

Subjects/Keywords: Communication; cognitive reflection, motivated reasoning, biased processing, information processing

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APA (6^th Edition):

Poulsen, S. (2018). An exploration of cognitive reflection, identity threats, and directional information processing. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1532001627639449

Chicago Manual of Style (16^th Edition):

Poulsen, Shannon. “An exploration of cognitive reflection, identity threats, and directional information processing.” 2018. Masters Thesis, The Ohio State University. Accessed April 18, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1532001627639449.

MLA Handbook (7^th Edition):

Poulsen, Shannon. “An exploration of cognitive reflection, identity threats, and directional information processing.” 2018. Web. 18 Apr 2021.

Vancouver:

Poulsen S. An exploration of cognitive reflection, identity threats, and directional information processing. [Internet] [Masters thesis]. The Ohio State University; 2018. [cited 2021 Apr 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1532001627639449.

Council of Science Editors:

Poulsen S. An exploration of cognitive reflection, identity threats, and directional information processing. [Masters Thesis]. The Ohio State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1532001627639449

Texas State University – San Marcos

16. Stanfield, Candice T. Context-Dependent Top-Down Influences Supersede Object Location In Visual Attention.

Degree: MA, Psychological Research, 2016, Texas State University – San Marcos

URL: https://digital.library.txstate.edu/handle/10877/6117

► Previous studies using the dot perspective task repeatedly demonstration adult humans were slower when reporting the number of dots they could see in a picture… (more)

▼ Previous studies using the dot perspective task repeatedly demonstration adult humans were slower when reporting the number of dots they could see in a picture when a human figure (e.g. avatar) was present and could “see” a different number of dots. This “self-consistency effect” is believed to occur when ascribing properties of mind to non- sentient objects (avatar). Two competing theories—domain-specific processing and domain-general processing—attempt to explain this phenomenon during task performance. Domain-specific regards these findings as highly specialized and independent of other functions. Conversely, domain-general proposes a combination of functions, such as working memory and directionality of the avatar’s location in relation to dot location, as an explanation. Though studies show higher-order processing influences our expectations about what we see through the use of context, investigation into latency effects of contextual manipulation are diminutive. In this study, an examination into the contextual effect of an avatar’s proposed sightedness on response latency was conducted using a dot perspective task. Participants (N = 65) made quick/accurate judgments based on three factors: perspective (self-perspective, other- perspective), consistency-level (consistent, inconsistent), and avatar’s sightedness (blind with bandana over avatar’s eyes, sighted with bandana on top of avatar’s head). This study validated the hypothesis that higher-order processes (context) overrides saliency during the dot perspective task. Though saliency of inconsistent dot locations produced response delays, it was the context of the avatar’s sightedness that produced significantly longer delays. This study produced results consistent with the theory of context modulating visual attention and the observed self-consistency effect. Advisors/Committee Members: Ginsburg, Harvey J. (advisor), Tooley, Kristen M. (committee member), Czyzewska, Maria (committee member).

Subjects/Keywords: Visual attention; Perspective-taking; Cognitive processing; Self-consistency effect; Context; Saliency; Top-down processing; Cognitive empathy; Cognitive psychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Stanfield, C. T. (2016). Context-Dependent Top-Down Influences Supersede Object Location In Visual Attention. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6117

Chicago Manual of Style (16^th Edition):

Stanfield, Candice T. “Context-Dependent Top-Down Influences Supersede Object Location In Visual Attention.” 2016. Masters Thesis, Texas State University – San Marcos. Accessed April 18, 2021. https://digital.library.txstate.edu/handle/10877/6117.

MLA Handbook (7^th Edition):

Stanfield, Candice T. “Context-Dependent Top-Down Influences Supersede Object Location In Visual Attention.” 2016. Web. 18 Apr 2021.

Vancouver:

Stanfield CT. Context-Dependent Top-Down Influences Supersede Object Location In Visual Attention. [Internet] [Masters thesis]. Texas State University – San Marcos; 2016. [cited 2021 Apr 18]. Available from: https://digital.library.txstate.edu/handle/10877/6117.

Council of Science Editors:

Stanfield CT. Context-Dependent Top-Down Influences Supersede Object Location In Visual Attention. [Masters Thesis]. Texas State University – San Marcos; 2016. Available from: https://digital.library.txstate.edu/handle/10877/6117

University of Toronto

17. Sama, Marco Agazio. Mechanisms of Ensemble Face Processing: Extraction of Summary, but not Single, Identity Shows Sensitivity to Non-Frontal Global Viewpoints.

Degree: 2017, University of Toronto

URL: http://hdl.handle.net/1807/79440

►

The recognition and perception of faces – both alone and in groups – is an important biological function, enabling humans to effectively engage with one… (more)

Subjects/Keywords: cognitive mechanisms; ensemble processing; face processing; object processing; statistical summary; visual cognition; 0633

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Sama, M. A. (2017). Mechanisms of Ensemble Face Processing: Extraction of Summary, but not Single, Identity Shows Sensitivity to Non-Frontal Global Viewpoints. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/79440

Chicago Manual of Style (16^th Edition):

Sama, Marco Agazio. “Mechanisms of Ensemble Face Processing: Extraction of Summary, but not Single, Identity Shows Sensitivity to Non-Frontal Global Viewpoints.” 2017. Masters Thesis, University of Toronto. Accessed April 18, 2021. http://hdl.handle.net/1807/79440.

MLA Handbook (7^th Edition):

Sama, Marco Agazio. “Mechanisms of Ensemble Face Processing: Extraction of Summary, but not Single, Identity Shows Sensitivity to Non-Frontal Global Viewpoints.” 2017. Web. 18 Apr 2021.

Vancouver:

Sama MA. Mechanisms of Ensemble Face Processing: Extraction of Summary, but not Single, Identity Shows Sensitivity to Non-Frontal Global Viewpoints. [Internet] [Masters thesis]. University of Toronto; 2017. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/1807/79440.

Council of Science Editors:

Sama MA. Mechanisms of Ensemble Face Processing: Extraction of Summary, but not Single, Identity Shows Sensitivity to Non-Frontal Global Viewpoints. [Masters Thesis]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/79440

Temple University

18. George, Nathan R. The Force of Language: How Children Acquire the Semantic Categories of Force Dynamics.

Degree: PhD, 2014, Temple University

URL: http://digital.library.temple.edu/u?/p245801coll10,261450

►

Psychology

Verbs and prepositions encode relations within events, such as a child running towards the top of a hill or a second child pushing the… (more)

▼

Psychology

Verbs and prepositions encode relations within events, such as a child running towards the top of a hill or a second child pushing the first away from the top. These relational terms present significant challenges in language acquisition, requiring the mapping of the categorical system of language onto the continuous stream of information in events. This challenge is magnified when considering the complexities of events themselves. Events consist of part-whole relations, or partonomic hierarchies, in which events defined by smaller boundaries, such as the child running up the hill, can be integrated into broader categories, such as the second child preventing the first from reaching the top (Zacks & Tversky, 2001). This dissertation addresses how this partonomic hierarchy in events is paralleled in the structure of relational language. I examine the semantic category of force dynamics, or "how entities interact with respect to force" (Talmy, 1988, p. 49), which introduces broad categories (e.g., help, prevent) that incorporate previously independent relations in events, such as paths, goals, and causality. Two studies ask how children and adults navigate the tension between fine and broad categories in their nonlinguistic representations of force and motion events and whether language - in the form of both labels and syntactic cues - helps children to integrate previously independent relations into these higher order constructs. Participants completed a novel task designed to assess the saliency of force dynamics relations across events. Participants viewed an animated event depicting a force dynamics relation (e.g., prevent, cause) and were asked to identify which of two perceptually varied events (i.e., different characters and setting) depicted the same relation. Study One extends previous research, showing that adults encode force dynamics relations in nonlinguistic contexts. Study Two examined these representations in 4-year-olds, both with and without linguistic cues. Absent linguistic cues, children showed no evidence of encoding force dynamics; however, the presence of language highlighted these relations, improving children's attention to these broader categories in events. The results are the first to explore the problem of hierarchies in relational language and demonstrate a novel role for language in drawing children's attention to the presence of relations between relations.

Temple University – Theses

Advisors/Committee Members: Hirsh-Pasek, Kathy;, Newcombe, Nora, Marshall, Peter J., Golinkoff, Roberta M., Shipley, Thomas F., Wolff, Phillip M.;.

Subjects/Keywords: Developmental psychology; Cognitive psychology; Language;

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

George, N. R. (2014). The Force of Language: How Children Acquire the Semantic Categories of Force Dynamics. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,261450

Chicago Manual of Style (16^th Edition):

George, Nathan R. “The Force of Language: How Children Acquire the Semantic Categories of Force Dynamics.” 2014. Doctoral Dissertation, Temple University. Accessed April 18, 2021. http://digital.library.temple.edu/u?/p245801coll10,261450.

MLA Handbook (7^th Edition):

George, Nathan R. “The Force of Language: How Children Acquire the Semantic Categories of Force Dynamics.” 2014. Web. 18 Apr 2021.

Vancouver:

George NR. The Force of Language: How Children Acquire the Semantic Categories of Force Dynamics. [Internet] [Doctoral dissertation]. Temple University; 2014. [cited 2021 Apr 18]. Available from: http://digital.library.temple.edu/u?/p245801coll10,261450.

Council of Science Editors:

George NR. The Force of Language: How Children Acquire the Semantic Categories of Force Dynamics. [Doctoral Dissertation]. Temple University; 2014. Available from: http://digital.library.temple.edu/u?/p245801coll10,261450

19. Simpson, Heather Elizabeth. The Role of Intonation Units in Memory for Spoken English.

Degree: 2016, University of California – eScholarship, University of California

URL: http://www.escholarship.org/uc/item/8691q3z0

► Comprehension and production of spoken language are very memory-intensive tasks, especially in real-time natural interactions. Yet, it is well-known that human beings have a very… (more)

Subjects/Keywords: Linguistics; Cognitive psychology; cognitive linguistics; intonation units; prosody; short-term memory; spoken language processing

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APA (6^th Edition):

Simpson, H. E. (2016). The Role of Intonation Units in Memory for Spoken English. (Thesis). University of California – eScholarship, University of California. Retrieved from http://www.escholarship.org/uc/item/8691q3z0

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Simpson, Heather Elizabeth. “The Role of Intonation Units in Memory for Spoken English.” 2016. Thesis, University of California – eScholarship, University of California. Accessed April 18, 2021. http://www.escholarship.org/uc/item/8691q3z0.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Simpson, Heather Elizabeth. “The Role of Intonation Units in Memory for Spoken English.” 2016. Web. 18 Apr 2021.

Vancouver:

Simpson HE. The Role of Intonation Units in Memory for Spoken English. [Internet] [Thesis]. University of California – eScholarship, University of California; 2016. [cited 2021 Apr 18]. Available from: http://www.escholarship.org/uc/item/8691q3z0.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Simpson HE. The Role of Intonation Units in Memory for Spoken English. [Thesis]. University of California – eScholarship, University of California; 2016. Available from: http://www.escholarship.org/uc/item/8691q3z0

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Georgia

20. Robinson, Kelly Coleen. A cognitive model of individual variation in mathematics achievement in college students referred for learning difficulties.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/22998

► This study analyzed, via Structural Equation Modeling (SEM) the contribution of auditory long-term memory, auditory working memory, and reasoning to mathematics calculation and mathematics reasoning… (more)

Subjects/Keywords: Math Math Achievement; Calculation; Cognitive Processing; Cognitive Ability; Long-term Memory; Reasoning; Working Memory

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APA (6^th Edition):

Robinson, K. C. (2014). A cognitive model of individual variation in mathematics achievement in college students referred for learning difficulties. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/22998

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Robinson, Kelly Coleen. “A cognitive model of individual variation in mathematics achievement in college students referred for learning difficulties.” 2014. Thesis, University of Georgia. Accessed April 18, 2021. http://hdl.handle.net/10724/22998.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Robinson, Kelly Coleen. “A cognitive model of individual variation in mathematics achievement in college students referred for learning difficulties.” 2014. Web. 18 Apr 2021.

Vancouver:

Robinson KC. A cognitive model of individual variation in mathematics achievement in college students referred for learning difficulties. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/10724/22998.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Robinson KC. A cognitive model of individual variation in mathematics achievement in college students referred for learning difficulties. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/22998

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

York University

21. Ruscitti, Robert Joseph. Teachers' Attitudes Towards Inclusion in Physical Education: An Eye-Tracking Study.

Degree: MSc -MS, Kinesiology & Health Science, 2018, York University

URL: http://hdl.handle.net/10315/34371

► Teachers have expressed negative attitudes towards inclusive physical education (PE), leading to the irregular inclusion of students with disabilities (SWD). Guided by the Elaboration Likelihood… (more)

Subjects/Keywords: Cognitive psychology; Inclusive physical education; Attention; Cognitive processing; Attitudes; Elaboration Likelihood Model; Teacher resources

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APA (6^th Edition):

Ruscitti, R. J. (2018). Teachers' Attitudes Towards Inclusion in Physical Education: An Eye-Tracking Study. (Masters Thesis). York University. Retrieved from http://hdl.handle.net/10315/34371

Chicago Manual of Style (16^th Edition):

Ruscitti, Robert Joseph. “Teachers' Attitudes Towards Inclusion in Physical Education: An Eye-Tracking Study.” 2018. Masters Thesis, York University. Accessed April 18, 2021. http://hdl.handle.net/10315/34371.

MLA Handbook (7^th Edition):

Ruscitti, Robert Joseph. “Teachers' Attitudes Towards Inclusion in Physical Education: An Eye-Tracking Study.” 2018. Web. 18 Apr 2021.

Vancouver:

Ruscitti RJ. Teachers' Attitudes Towards Inclusion in Physical Education: An Eye-Tracking Study. [Internet] [Masters thesis]. York University; 2018. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/10315/34371.

Council of Science Editors:

Ruscitti RJ. Teachers' Attitudes Towards Inclusion in Physical Education: An Eye-Tracking Study. [Masters Thesis]. York University; 2018. Available from: http://hdl.handle.net/10315/34371

University of Toronto

22. McMullen, Evelyn J. Clients' Productive Processing in Cognitive-behavioural Therapy and Emotion-focused Therapy for Depression.

Degree: 2013, University of Toronto

URL: http://hdl.handle.net/1807/68899

►

The primary objective of the current study was to examine clients’ in-session cognitive-affective processing in relation to therapeutic outcome in order to determine whether productive… (more)

▼

The primary objective of the current study was to examine clients’ in-session cognitive-affective processing in relation to therapeutic outcome in order to determine whether productive versus unproductive processes differentiated between good and poor outcome clients. The study examined archival data from cognitive-behavioural therapy (CBT) and emotion-focused therapy, the process-experiential approach (EFT-PE), in a 16-week treatment for depression (Watson et al., 2003). Participants consisted of 66 clients, primarily Caucasian, 44 females and 22 males, ages 21 to 65 (M = 41.52). In order to capture clients’ in session processing activities the middle 20 minutes of sessions 3, 9 and 12 were coded using a newly development instrument, the Measure of Clients’ Productive Processing (MCPP; Watson & McMullen, 2008). This measure consists of 11 mutually exclusive, nominal categories and brings together a number of generic cognitive and affective processing activities that clients’ may engage in while in psychotherapy, as well as processes indicating mini outcomes, and processes referring to how clients’ evaluate or treat themselves. The productive processes for the MCPP included describing (vivid, concrete, specific), organismic experiencing (inner experience), asserting (need, limits), validating self and others, exploring (actively inquiring, scrutinizing), and statements of new understanding. Unproductive processing included describing (vague, general), exploring (static uncritical, rambling), and making meaning (intellectual, rehearsed, explaining). Clients’ negative self-treatment included avoiding inner experience, hopelessness, pressuring oneself, and self-criticism. Using the MCPP this study investigated the relationship between the way clients processed their experiences and problems in therapy and (a) clients’ pre-treatment characteristics including attachment style, capacity to regulate affect, and coping style; (b) clients’ change as indicated in self-reports post-session; and (c) clients’ level of symptoms at the end of treatment. Results demonstrated that pre-treatment variables predicted in-session processing, and in-session processing predicted post-session change and post-therapy outcome, verifying that how clients processed their experiences and problems in therapy was important. Engagement in productive processing differentiated the good outcome clients from the poor outcome clients. Similar and different processing activities were noted across CBT and EFT-PE. This study provides preliminary support for construct and predictive validity of the MCPP.

PhD

Advisors/Committee Members: Watson, Jeanne C., Applied Psychology and Human Development.

Subjects/Keywords: emotion focused therapy, process experiential therapy, cognitive behavioural therapy, productive processing, psychotherapy, process research, Measure of Clients' Productive Processing, mechanisms of change, cognitive processing, emotional processing; 0622

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APA (6^th Edition):

McMullen, E. J. (2013). Clients' Productive Processing in Cognitive-behavioural Therapy and Emotion-focused Therapy for Depression. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/68899

Chicago Manual of Style (16^th Edition):

McMullen, Evelyn J. “Clients' Productive Processing in Cognitive-behavioural Therapy and Emotion-focused Therapy for Depression.” 2013. Doctoral Dissertation, University of Toronto. Accessed April 18, 2021. http://hdl.handle.net/1807/68899.

MLA Handbook (7^th Edition):

McMullen, Evelyn J. “Clients' Productive Processing in Cognitive-behavioural Therapy and Emotion-focused Therapy for Depression.” 2013. Web. 18 Apr 2021.

Vancouver:

McMullen EJ. Clients' Productive Processing in Cognitive-behavioural Therapy and Emotion-focused Therapy for Depression. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/1807/68899.

Council of Science Editors:

McMullen EJ. Clients' Productive Processing in Cognitive-behavioural Therapy and Emotion-focused Therapy for Depression. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/68899

University of South Florida

23. Valdes, Elise Gabriela. The Effects of Cognitive Training among Individuals with Neurodegenerative Diseases.

Degree: 2016, University of South Florida

URL: https://scholarcommons.usf.edu/etd/6422

► With the growing older adult population, neurodegenerative diseases common in old age such as mild cognitive impairment (MCI) or Parkinson’s disease (PD) are becoming increasingly… (more)

Subjects/Keywords: Parkinson’s disease; mild cognitive impairment; speed of processing training; auditory cognitive training; everyday functioning; Cognitive Psychology; Medicine and Health Sciences; Neurosciences

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APA (6^th Edition):

Valdes, E. G. (2016). The Effects of Cognitive Training among Individuals with Neurodegenerative Diseases. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/6422

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Valdes, Elise Gabriela. “The Effects of Cognitive Training among Individuals with Neurodegenerative Diseases.” 2016. Thesis, University of South Florida. Accessed April 18, 2021. https://scholarcommons.usf.edu/etd/6422.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Valdes, Elise Gabriela. “The Effects of Cognitive Training among Individuals with Neurodegenerative Diseases.” 2016. Web. 18 Apr 2021.

Vancouver:

Valdes EG. The Effects of Cognitive Training among Individuals with Neurodegenerative Diseases. [Internet] [Thesis]. University of South Florida; 2016. [cited 2021 Apr 18]. Available from: https://scholarcommons.usf.edu/etd/6422.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Valdes EG. The Effects of Cognitive Training among Individuals with Neurodegenerative Diseases. [Thesis]. University of South Florida; 2016. Available from: https://scholarcommons.usf.edu/etd/6422

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

24. Armstrong, Michael Beaumont. Word Counts in Response to Cognitively Demanding Essay Prompts as Reflections of General Cognitive Ability and Broad Cognitive Abilities.

Degree: PhD, Psychology, 2018, Old Dominion University

URL: 9780438455627 ; https://digitalcommons.odu.edu/psychology_etds/71

► Natural language processing techniques can be used to analyze text and speech data. These techniques have been applied within many domains to date but… (more)

Subjects/Keywords: Cognitive abilities; employee selection; General cognitive ability; LIWC; Natural language processing; Personnel assessment; Cognitive Psychology; Industrial and Organizational Psychology; Linguistics

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Armstrong, M. B. (2018). Word Counts in Response to Cognitively Demanding Essay Prompts as Reflections of General Cognitive Ability and Broad Cognitive Abilities. (Doctoral Dissertation). Old Dominion University. Retrieved from 9780438455627 ; https://digitalcommons.odu.edu/psychology_etds/71

Chicago Manual of Style (16^th Edition):

Armstrong, Michael Beaumont. “Word Counts in Response to Cognitively Demanding Essay Prompts as Reflections of General Cognitive Ability and Broad Cognitive Abilities.” 2018. Doctoral Dissertation, Old Dominion University. Accessed April 18, 2021. 9780438455627 ; https://digitalcommons.odu.edu/psychology_etds/71.

MLA Handbook (7^th Edition):

Armstrong, Michael Beaumont. “Word Counts in Response to Cognitively Demanding Essay Prompts as Reflections of General Cognitive Ability and Broad Cognitive Abilities.” 2018. Web. 18 Apr 2021.

Vancouver:

Armstrong MB. Word Counts in Response to Cognitively Demanding Essay Prompts as Reflections of General Cognitive Ability and Broad Cognitive Abilities. [Internet] [Doctoral dissertation]. Old Dominion University; 2018. [cited 2021 Apr 18]. Available from: 9780438455627 ; https://digitalcommons.odu.edu/psychology_etds/71.

Council of Science Editors:

Armstrong MB. Word Counts in Response to Cognitively Demanding Essay Prompts as Reflections of General Cognitive Ability and Broad Cognitive Abilities. [Doctoral Dissertation]. Old Dominion University; 2018. Available from: 9780438455627 ; https://digitalcommons.odu.edu/psychology_etds/71

Wayne State University

25. Naperala, Nancy. Toward Enhancing Ecological Validity Of Cognitive-Linguistic Assessment: The Role Of Individual Differences In Cognitive Capacity On Oral Discourse Processing.

Degree: PhD, Communication Sciences and Disorders, 2020, Wayne State University

URL: https://digitalcommons.wayne.edu/oa_dissertations/2392

► A growing body of multidisciplinary research indicates the need for more holistic tests of executive cognitive functioning and complex language metrics that predict real-life… (more)

▼ A growing body of multidisciplinary research indicates the need for more holistic tests of executive cognitive functioning and complex language metrics that predict real-life performance. However, empirical studies investigating cognitive aging, limited capacity processing and everyday discourse behaviours are still lacking. The present research focused on ecologically valid methods for capturing individual differences in cognitive capacity and the effects of cognitive load on oral discourse processing (ODP) in healthy adult participants. This methodology sought to tease apart the nature of capacity limits and provide a better estimate of age-related differences in everyday discourse behaviors in three parts. First, the effects of simple and complex cognitive load and age-related differences in ODP performance were investigated using a dual-task paradigm. Second we examined, links between overall cognitive capacity—estimated via scores on a standardized self-report survey of everyday executive functioning—and dual-task ODP under varying load in younger and older adults. Finally, we explored the nature of capacity limits (i.e., scores on the self-report survey measuring particular executive functions) influencing age-related differences in ODP under varying load. Results yielded evidence that age-related differences in ODP performance costs increased as the complexity of the dual-task condition increased. Results of our second inquiry did not support the prediction that overall cognitive capacity and ODP under complex load would be negatively correlated, and that this relationship would be greater for older adults. However, older adults’ mean scores indicated slightly reduced cognitive capacity and poorer ODP performance as the cognitive load increased. Results of the final analysis, while revealing weak-to-moderate and non-significant relationships, suggested that capacity limits in working memory, initiation, planning/organization, task monitoring, and organization of materials, influenced age-related declines in ODP performance. Overall, findings add to literature advocating for ecologically valid cognitive-linguistic assessments. Combining dual-task performance measures with tests of executive functioning has the ability to tap individual differences in cognitive capacity and their relation to everyday discourse processing. Further, such methodologies promote a more holistic approach to assessing performance, which could strengthen the ability to predict meaningful behavioural patterns, and optimize intervention efforts for a diverse range of needs across adult populations. Advisors/Committee Members: Margaret L. Greenwald.

Subjects/Keywords: age-related performance declines; cognitive aging; cognitive capacity; cognitive-linguistic assessment; ecological validity; oral discourse processing; Speech and Hearing Science

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APA (6^th Edition):

Naperala, N. (2020). Toward Enhancing Ecological Validity Of Cognitive-Linguistic Assessment: The Role Of Individual Differences In Cognitive Capacity On Oral Discourse Processing. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/2392

Chicago Manual of Style (16^th Edition):

Naperala, Nancy. “Toward Enhancing Ecological Validity Of Cognitive-Linguistic Assessment: The Role Of Individual Differences In Cognitive Capacity On Oral Discourse Processing.” 2020. Doctoral Dissertation, Wayne State University. Accessed April 18, 2021. https://digitalcommons.wayne.edu/oa_dissertations/2392.

MLA Handbook (7^th Edition):

Naperala, Nancy. “Toward Enhancing Ecological Validity Of Cognitive-Linguistic Assessment: The Role Of Individual Differences In Cognitive Capacity On Oral Discourse Processing.” 2020. Web. 18 Apr 2021.

Vancouver:

Naperala N. Toward Enhancing Ecological Validity Of Cognitive-Linguistic Assessment: The Role Of Individual Differences In Cognitive Capacity On Oral Discourse Processing. [Internet] [Doctoral dissertation]. Wayne State University; 2020. [cited 2021 Apr 18]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/2392.

Council of Science Editors:

Naperala N. Toward Enhancing Ecological Validity Of Cognitive-Linguistic Assessment: The Role Of Individual Differences In Cognitive Capacity On Oral Discourse Processing. [Doctoral Dissertation]. Wayne State University; 2020. Available from: https://digitalcommons.wayne.edu/oa_dissertations/2392

University of Alabama

26. Kolomyts, Yuliya. The effects of bilingualism on controlled and automatic processing during lexical access.

Degree: 2011, University of Alabama

URL: http://purl.lib.ua.edu/41172

► The effects of bilingualism on individuals' controlled and automatic visual word processing during a semantic task were examined. Proficient bilinguals, intermediate bilinguals and monolinguals were… (more)

Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Psychology; AUTOMATIC PROCESSING; BILINGUALISM; COGNITIVE; CONTROLLED PROCESSING; EXPERIMENTAL; LEXICAL ACCESS

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Kolomyts, Y. (2011). The effects of bilingualism on controlled and automatic processing during lexical access. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/41172

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kolomyts, Yuliya. “The effects of bilingualism on controlled and automatic processing during lexical access.” 2011. Thesis, University of Alabama. Accessed April 18, 2021. http://purl.lib.ua.edu/41172.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kolomyts, Yuliya. “The effects of bilingualism on controlled and automatic processing during lexical access.” 2011. Web. 18 Apr 2021.

Vancouver:

Kolomyts Y. The effects of bilingualism on controlled and automatic processing during lexical access. [Internet] [Thesis]. University of Alabama; 2011. [cited 2021 Apr 18]. Available from: http://purl.lib.ua.edu/41172.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kolomyts Y. The effects of bilingualism on controlled and automatic processing during lexical access. [Thesis]. University of Alabama; 2011. Available from: http://purl.lib.ua.edu/41172

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Wayne State University

27. Van Havermaet, Lisa Ruth. Semantic Effects In Word Recognition And Picture Naming Are Moderated By Body-Object Interaction.

Degree: PhD, Psychology, 2013, Wayne State University

URL: https://digitalcommons.wayne.edu/oa_dissertations/711

► A potential embodied influence in the semantic effects of Danger and Usefulness is investigated using Body-Object Interaction (BOI). Lexical decision times are influenced by… (more)

Subjects/Keywords: Body-Object Interaction; embodied cognition; lexical decision; semantic processing; survival processing; word recognition; Cognitive Psychology

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APA (6^th Edition):

Van Havermaet, L. R. (2013). Semantic Effects In Word Recognition And Picture Naming Are Moderated By Body-Object Interaction. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/711

Chicago Manual of Style (16^th Edition):

Van Havermaet, Lisa Ruth. “Semantic Effects In Word Recognition And Picture Naming Are Moderated By Body-Object Interaction.” 2013. Doctoral Dissertation, Wayne State University. Accessed April 18, 2021. https://digitalcommons.wayne.edu/oa_dissertations/711.

MLA Handbook (7^th Edition):

Van Havermaet, Lisa Ruth. “Semantic Effects In Word Recognition And Picture Naming Are Moderated By Body-Object Interaction.” 2013. Web. 18 Apr 2021.

Vancouver:

Van Havermaet LR. Semantic Effects In Word Recognition And Picture Naming Are Moderated By Body-Object Interaction. [Internet] [Doctoral dissertation]. Wayne State University; 2013. [cited 2021 Apr 18]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/711.

Council of Science Editors:

Van Havermaet LR. Semantic Effects In Word Recognition And Picture Naming Are Moderated By Body-Object Interaction. [Doctoral Dissertation]. Wayne State University; 2013. Available from: https://digitalcommons.wayne.edu/oa_dissertations/711

University of Colorado

28. Hamill, Christopher. "Anticipatory Language Processing: Direct Pre-Target Evidence from Event-Related Brain Potentials".

Degree: MA, Linguistics, 2012, University of Colorado

URL: https://scholar.colorado.edu/ling_gradetds/11

► This study attempts a novel identification of event-related brain potential (ERP) components of anticipatory processing of semantic information during online language comprehension directly in… (more)

Subjects/Keywords: anticipatory processing; ERP; event-related potential; linguistic prediction; N400; predictive processing; Cognitive Psychology; Linguistics; Neurosciences

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Hamill, C. (2012). "Anticipatory Language Processing: Direct Pre-Target Evidence from Event-Related Brain Potentials". (Masters Thesis). University of Colorado. Retrieved from https://scholar.colorado.edu/ling_gradetds/11

Chicago Manual of Style (16^th Edition):

Hamill, Christopher. “"Anticipatory Language Processing: Direct Pre-Target Evidence from Event-Related Brain Potentials".” 2012. Masters Thesis, University of Colorado. Accessed April 18, 2021. https://scholar.colorado.edu/ling_gradetds/11.

MLA Handbook (7^th Edition):

Hamill, Christopher. “"Anticipatory Language Processing: Direct Pre-Target Evidence from Event-Related Brain Potentials".” 2012. Web. 18 Apr 2021.

Vancouver:

Hamill C. "Anticipatory Language Processing: Direct Pre-Target Evidence from Event-Related Brain Potentials". [Internet] [Masters thesis]. University of Colorado; 2012. [cited 2021 Apr 18]. Available from: https://scholar.colorado.edu/ling_gradetds/11.

Council of Science Editors:

Hamill C. "Anticipatory Language Processing: Direct Pre-Target Evidence from Event-Related Brain Potentials". [Masters Thesis]. University of Colorado; 2012. Available from: https://scholar.colorado.edu/ling_gradetds/11

University of Maryland

29. Tootell, Anne. Effects of Action-Outcome Agency on Feedback Processing.

Degree: Psychology, 2016, University of Maryland

URL: http://hdl.handle.net/1903/19370

► The current study investigated the effect of action-outcome agency, or one’s ability to guide behavior during reinforcement learning, on reward and loss processing in a… (more)

Subjects/Keywords: Cognitive psychology; Neurosciences; EEG; goal-directed behavior; loss processing; reinforcement learning; reward processing

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APA (6^th Edition):

Tootell, A. (2016). Effects of Action-Outcome Agency on Feedback Processing. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/19370

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Tootell, Anne. “Effects of Action-Outcome Agency on Feedback Processing.” 2016. Thesis, University of Maryland. Accessed April 18, 2021. http://hdl.handle.net/1903/19370.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Tootell, Anne. “Effects of Action-Outcome Agency on Feedback Processing.” 2016. Web. 18 Apr 2021.

Vancouver:

Tootell A. Effects of Action-Outcome Agency on Feedback Processing. [Internet] [Thesis]. University of Maryland; 2016. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/1903/19370.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tootell A. Effects of Action-Outcome Agency on Feedback Processing. [Thesis]. University of Maryland; 2016. Available from: http://hdl.handle.net/1903/19370

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Bowling Green State University

30. Reif, Angela. Self Regulatory Depletion Effects On Speed Within A Complex Speech Processing Task.

Degree: MS, Communication Disorders, 2014, Bowling Green State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1400183863

► Past research has supported the idea that self-regulation uses a limited resource which is subject to depletion (Hagger, Wood, Stiff, & Chatzisarantis, 2010). Depletion has… (more)

▼ Past research has supported the idea that self-regulation uses a limited resource which is subject to depletion (Hagger, Wood, Stiff, & Chatzisarantis, 2010). Depletion has generally been measured by the reduced accuracy of task performance on one executive function task that follows another executive function task. The current study used two measures of time within a speech processing task to explore the effects of depletion on complex speech processing. Half of the participants completed the speech processing task before an inhibitory writing task (Group A), and the other half of the participants completed the inhibitory writing task before the speech processing task (Group B); Group B was therefore predicted to be depleted in their ability to complete the speech processing task relative to Group A. During the speech processing task, participants listened to sentences from two different speakers simultaneously, one a native speaker of English and the other a non-native speaker of English. Listeners were visually cued to listen to and repeat one speaker or the other in a random sequence. After repeating each sentence, participants were given a forced choice question requiring them to identify the sentence spoken by the target speaker. The forced choice answer set provided two answer choices, the sentence spoken by the native speaker of English and the sentence spoken by the non-native accented speaker of English. Answers to these forced choice questions were used to verify whether participants had attended to the correct target. The current study analyzed response times for the forced choice questions (FCR) as well as the self-paced advancement (SPA) times (the times the participants waited before progressing from item to item). Times were analyzed for each participant and as means across participants between the two experimental groups. Results indicated no significant group differences for either forced choice response (FCR) times or self paced advancement (SPA) times. Regression analyses revealed a trend of decreasing SPA time over the course of the experiment but no trends were observed for FCR time. These results indicate a lack of depletion effects on measures of FCR and SPA time and the possible effect of increasing automaticity on the SPA time measure. Advisors/Committee Members: Krause, Miriam (Advisor).

Subjects/Keywords: Speech Therapy; Cognitive Psychology; Psychology; depletion; speech processing; processing speed; self-regulation; executive function

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APA (6^th Edition):

Reif, A. (2014). Self Regulatory Depletion Effects On Speed Within A Complex Speech Processing Task. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1400183863

Chicago Manual of Style (16^th Edition):

Reif, Angela. “Self Regulatory Depletion Effects On Speed Within A Complex Speech Processing Task.” 2014. Masters Thesis, Bowling Green State University. Accessed April 18, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1400183863.

MLA Handbook (7^th Edition):

Reif, Angela. “Self Regulatory Depletion Effects On Speed Within A Complex Speech Processing Task.” 2014. Web. 18 Apr 2021.

Vancouver:

Reif A. Self Regulatory Depletion Effects On Speed Within A Complex Speech Processing Task. [Internet] [Masters thesis]. Bowling Green State University; 2014. [cited 2021 Apr 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1400183863.

Council of Science Editors:

Reif A. Self Regulatory Depletion Effects On Speed Within A Complex Speech Processing Task. [Masters Thesis]. Bowling Green State University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1400183863

Open Access Theses and Dissertations