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Articles 1 - 7 of 7
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Integration Of Conceptual Mathematical Relationships Into Constant Time Delay Instruction, Bethany Ann Porter
Integration Of Conceptual Mathematical Relationships Into Constant Time Delay Instruction, Bethany Ann Porter
LSU Master's Theses
There is constant debate over mathematics education in the United States. One central controversy is whether or not the current methods used to teach students mathematics are effective. Some scholars believe that students are not getting enough practice and that they are not getting a good conceptual understanding of mathematics. It has been shown that mathematics equations are rich in patterns and inter-relationships and when children understand these relationships they have higher mathematic skill levels than their peers who do not. This study examined the effectiveness of using an empirically supported, fast paced mastery oriented teaching procedure that promotes automaticity …
The Relationship Between Parent-Adolescent Conflict And Academic Achievement, Marie S. Nebel-Schwalm
The Relationship Between Parent-Adolescent Conflict And Academic Achievement, Marie S. Nebel-Schwalm
LSU Master's Theses
Previous research has shown family conflict to have a detrimental effect on the academic functioning of children and adolescents. Most research conceptualizes family conflict as marital distress or divorce. Additional factors that have been shown to effect academic functioning include cognitive ability (i.e., intelligence), academic skills (e.g., homework behaviors), and amount of resources (i.e., socioeconomic status, SES). The present study investigated whether parent-adolescent conflict is related to adolescent academic achievement after accounting for cognitive ability and homework behaviors. Participants include 74 middle school students attending public school in a low-SES urban environment. Prior to conducting analyses, parent and adolescent reports …
Animation In Artificial Grammar Learning: Can Animation Facilitate Learning?, Bill Sallas
Animation In Artificial Grammar Learning: Can Animation Facilitate Learning?, Bill Sallas
LSU Master's Theses
Domangue, Mathews, Sun, Roussel, and Guidry (2004) trained participants to generate valid exemplars from an artificial grammar using either memory-based or model-based processing. Their results showed that learning by memory-based processing resulted in fast but inaccurate performance, while model-based learning resulted in slow but accurate performance. Attempts to integrate both types of training did not result in fast and accurate string generation. Fast and accurate performance was achieved by Sun and Mathews (2004) using a computer animated display to train participants. The current study used a 2x2x2 factorial design to determine why participants who view an animated display of a …
Spaced-Retrieval Effects On Memory For Scenes In Older Adults With Probable Alzheimer's Disease, Emily Olinde
Spaced-Retrieval Effects On Memory For Scenes In Older Adults With Probable Alzheimer's Disease, Emily Olinde
LSU Master's Theses
Previous studies have found the spaced-retrieval memory intervention technique to be successful in training people with probable Alzheimer’s disease (AD) to learn new, simple associations. In the present study, we expanded on these previous findings by training eight participants with probable AD to learn the names and pictures of countries via spaced retrieval. We demonstrated the flexibility of the technique, gave insight as to the effects of distracters on the spaced-retrieval training performance, and demonstrated the memorial effects of adding pictorial support to the text.
Is Attention Unitary Or Divisible By Modality?, Sharon Diane Lynn
Is Attention Unitary Or Divisible By Modality?, Sharon Diane Lynn
LSU Master's Theses
Using the attentional network task (ANT) developed by Fan et al. (2002) and a modification of this task, the development of selective attention in a bimodal (auditory and visual) task is measured and compared to the results and development of the visual version of the task. The theoretical purpose of the study was to determine whether the attentional mechanism involved in this task is organized as a single mechanism or into modality-specific mechanisms. It was shown that adults needed specific instructions to efficiently use the auditory spatial warning cues but instructions were not required for efficient use of visual spatial …
Effects Of Smoking Cessation And Female Sex Hormones On Food Intake In Postmenopausal Women, Megan Ranae Apperson
Effects Of Smoking Cessation And Female Sex Hormones On Food Intake In Postmenopausal Women, Megan Ranae Apperson
LSU Master's Theses
Following smoking cessation, individuals increase their food intake. Women experience greater postcessation hyperphagia than men, and older women may increase their food intake more than younger women. Some research has suggested that postcessation increases in food intake may be macronutrient specific. However, previous investigations of macronutrient specific changes in food intake following smoking cessation have had significant methodological problems. The current study assessed changes in total food intake and macronutrient selection using the Macronutrient Self-Selection Paradigm (MSSP), a direct, laboratory based measure of food intake that is valid and reliable with respect to macronutrient intake. Fifty-five postmenopausal females completed the …
Knowledge Representation Acquired In A Dynamic Process Control Task, Robert Prattini
Knowledge Representation Acquired In A Dynamic Process Control Task, Robert Prattini
LSU Master's Theses
The dissociation between explicit and implicit knowledge has been shown in a number of previous studies utilizing the process control task, where participants would learn to control the system well, but not be able to verbally articulate their knowledge (Berry & Broadbent, 1984; Berry & Broadbent, 1988; Mathews, Buss, Stanley, Blanchard-Fields, Cho, & Druhan, 1989; Roussel, 1999; Sun & Mathews, 2005). This study attempts to advance this basic research in the area of implicit learning by examining the type of mental knowledge representation acquired in implicitly learned tasks, and also assess the transfer of that knowledge to conceptually similar tasks. …