Psychology Commons^™

The Relationship Of Cognitive Style To Performance On A Nonverbal Intelligence Test And An Achievement Test Among Anglos And Differentially Acculturated Mexican-Americans, Ricardo R. Gonzales

Psychology ETDs

THE RELATIONSHIP OF COGNITIVE STYLE TO PERFORMANCE ON A

NONVERBAL INTELLIGENCE TEST AND AN ACHIEVEMENT TEST AMONG

ANGLOS AND DIFFERENTIALLY ACCULTURATED MEXICAN-AMERICANS

Ricardo R. Gonzales

B.A., Psychology, University of New Mexico, 1977

M.A., Psychology, University of New Mexico, 1979

The relationship of analytic and nonanalytic cognitive style to performance on a nonverbal intelligence test (Culture Fair Intelligence Test) and an achievement test (ACT verbal score), was investigated using Anglo and differentially acculturated Mexican-American college students. Subjects between ages 17-35 completed a cognitive style measure, the Kahn Test of Symbol Arrangement. The test·categorizes response patterns of subjects according to several levels …

Response Specific Constraints On Conditioning, Samuel George Charlton

Psychology ETDs

Response specific constraints on conditioning are biological predispositions or limitations which differentially affect the conditioning of various responses within a given organism. Previous investigations of response specific constraints contained methodological sources of confounding so as to make the results of such investigations uninterpretable. Hence, the present series of experiments was designed in order to examine the differential amenability to conditioning of four responses of the Golden hamster while controlling for methodological sources of error present in previous research.

Teachers' Attributions For Children's Performance: The Effects Of Sex Of The Performer, Sex Typing Of The Task, And Grade, Joan Elizabeth Albrecht Riedle

Psychology ETDs

Seventeen teachers from each of the fourth, sixth, and ninth grades completed questionnaires which presented information about children from the teachers’ grade level whose academic performances varied along three within-subjects factors: sex of the child, sex-typing of the task, and outcome. Teachers also classified possible explanations (attributes) for the children’s performances along internal/external and stable/unstable dimensions. The attributes were defined consistently with their theoretical definitions, with the exception that the unstable attributes were rated as more internal than the stable attributes. On objective ratings of the attributes, girls’ successes were attributed to effort and the specific task, negatively implying that …

Masculinity-Femininity As Related To Performance On The Wais M-F Index, Christine Apodaca Muehlenweg

Psychology ETDs

A great deal of past research has focused on the differences between males and females within our society. In particular, cognitive differences have been studied extensively. Males have been found to perform significantly better than do females on tasks involving spatial, numerical, and mechanical abilities, whereas females are often found to perform better than do males on tasks involving verbal abilities and social relations. A large number of researchers have attempted, with varying degrees of success, to relate differential performance in these areas to differences in masculine versus feminine orientation. The present study attempts to relate masculinity­-femininity to differential performance …

The Extent Of Visual Form Integration, Mark Thomas Kinnucan

Psychology ETDs

The two major theories of masking that have been introduced are integration theory and interruption theory. According to integration theory, visual masking occurs when the target and the mask form an uninterpretable montage. In its simplest form, interruption theory argues that the visual representation of the mask replaces that of the target. The weight of evidence against this form of the theory suggests that a more limited version is more viable. Some evidence has been found for the disruption of integration, which has been called discontinuity detection.