Browsing by Subject "Learning ability"
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Item A study of the relationship between mental ability and academic achievement(Texas Tech University, 1968-08) Kelsey, Ann EliotNot availableItem An investigation of concept formation in children with learning disabilities(Texas Tech University, 1972-08) Parucka, Mary RobinNot availableItem Conceptual Styles of Children Diagnosed With Learning Disabilities and As Emotionally Disturbed(Texas Tech University, 1972-08) Duncan, Dora AnnNot Available.Item Effect of early experience on the learning ability of yearling horses(Texas Tech University, 1978-12) Heird, James CecilThe objectives of this study were to: (1) compare the trials required to reach criteria in a learning task as a function of early handling, (2) compare the percentage correct response in a learning task as a function of early handling, (3) compare the trainability score to the trials required to reach criteria, and the amount of early handling, and (4) compare the emotionality of the different experience groups.Item Effects of practice variability and distribuion of practice on musicians' performance of a procedural skill(2007) Simmons, Amy L., 1974-; Duke, Robert A.I designed three experiments to determine how procedural memory consolidation in a music task is affected by practice under different conditions of speed regulation and different time intervals between practice sessions. Ninety-two nonpianist musicians practiced a 9-note sequence with their nondominant hand on a digital piano in three sessions, each of which comprised 3 blocks of 15 performance trials. In Experiment 1 (n= 31), participants were instructed to perform as quickly and accurately as possible but determined their own tempos in each trial. In Experiment 2 (n = 31), three defined practice tempos (M. M. = 52, 72, and 92) were externally regulated in a stable practice procedure in which tempo changed between, not within, blocks. In Experiment 3 (n =30), the same three tempos were externally regulated in a variable practice procedure in which practice tempo changed from trial to trial within each block. In each experiment, three different groups' practice sessions were separated by either 5 min, 6 hr, or 24 hr. Consistent with previous descriptions of procedural memory consolidation, the results of Experiment 1 show that note accuracy improved significantly between Sessions 1 and 2 only when the sessions were separated by a 24-hr interval that included sleep; performance speed improved in all groups between Sessions 1 and 2, and between Sessions 2 and 3 when sessions were separated by 6 or 24 hr. In Experiment 2 (stable practice) there were significant improvements in note and tempo accuracy between Sessions 1 and 2 when those sessions were separated by 5 min or 6 hr, but not when the sessions were separated by 24 hr. In Experiment 3 (variable practice), note accuracy improved between Sessions 1 and 2 only when the sessions were separated by a 24-hour interval that included sleep; there were no significant improvements in tempo accuracy, perhaps due to the high physical demands of matching varying target tempos in successive trials. These results demonstrate that motor skill learning in music is affected by the time interval between practice sessions, and that the effects of distributed practice are dependent upon practice conditions.Item Group counseling as an adjunctive remediation technique for learning disabilities(Texas Tech University, 1971-05) McCollum, Paul SterlingThe purpose of this paper is to extend the neuropsychogenic model of Anderson (1968, 1970a) into the area of remediation. If there is an interaction between emotional and neurological elements within the disabled reader, an interaction model should be used to treat the disabled reader. Most remedial programs utilize neurologically oriented methods for remediation of the neurological impairment. If counseling were introduced along with neurological approaches, the total remediation affect should be enhanced.Item Learning as a function of relevance and age(Texas Tech University, 1978-12) Hutto, Nora NelsonNot availableItem Motor abilities as related to reading retardation in two racial groups of male adolescents(Texas Tech University, 1969-08) Lewis, Franklin DNot availableItem Procedural memory consolidation in musicians(2007-08) Allen, Sarah Elizabeth, 1977-; Duke, Robert A.Procedural memory consolidation has been shown to enhance a variety of perceptual and motor skills during sleep. Only recently has this effect been investigated in trained musicians performing music. I tested the extent to which a music performance skill benefited from sleep-based consolidation overnight and whether this process may be inhibited when musicians learn two melodies in juxtaposition. 60 experienced musicians, all nonpianists, learned to perform either one or two 13-note piano melodies during evening training sessions. The musicians practiced each melody with their nondominant hand by repeating it from beginning to end during 12 30-second practice blocks alternating with 30-second rest intervals. All participants were retested on the target melody the following morning in three 30-second retest blocks alternating with 30-second rest intervals. Participants who learned only one melody in the evening showed overnight gains in the number of correct key presses per block (CKP/B) in the target melody at retest. Participants who learned the target melody and an additional melody at training showed no overnight gains in CKP/B in the target melody. Participants who learned both melodies and then immediately were retested on the target melody at training showed overnight gains in CKP/B in the morning retest of the target melody--gains similar to those observed among the participants who learned only the target melody at training; this group showed no decrement in the performance of the target melody in the retest at the end of training, which indicates that there were no immediate interference effects apparent in the target melody after having learned the second melody. These results show that experienced learners performing a familiar type of task, and one that includes auditory processing demands, benefit from overnight consolidation of procedural memories. These benefits may be inhibited, however, when musicians learn similar, competing tasks in juxtaposition.Item The Auditory and Visual Sequencing of Good and Poor Spellers(Texas Tech University, 1971-12) Davidson, Roseanna C.Not Available.Item The Draw-A-Person Test and psychoneurological learning disability in children(Texas Tech University, 1968-08) Pratt, Charles LouisThe purpose of this study was to investigate the use of the D-A-P in the diagnosis of neurologically based learning disability. It attempted to find any patterns and/or signa in the drawinga of the human figure which could be ayatematically used to differentiate the impaired child with a learning handicap from the non-impaired child.Item The effect of hippocampal lesions upon activity and learning(Texas Tech University, 1966-08) Jackson, William JamesNot availableItem The effects of differentiated learning activities for class achievers and slow learners in a home management and consumer education unit.(Texas Tech University, 1975-08) Cole, Sue JoNot availableItem The effects of distraction and attention deficits among children with learning disabilities on a vigilance task(Texas Tech University, 1973-05) Doyle, Robert BransfordNot availableItem The effects of knowledge of results on the vigilance performance of hyperactive and hypoactive children with learning disabilities.(Texas Tech University, 1974-08) Ozolins, Delmar ANot availableItem The effects of knowledge of results on the vigilance performance of hyperactive and hypoactive children with learning disabilities.(Texas Tech University, 1974-08) Ozolins, Delmar ANot availableItem The motivational and personality factors in reading retardation among two racial groups of adolescent males(Texas Tech University, 1969-08) Bell, D. BruceNot availableItem The role of conceptual structure and background knowledge in category learning(Texas Tech University, 1998-12) Johnson, Matthew CarlTwo experiments were conducted in order to determine whether background information acquired by reading from text differentially influences category learning relative to when no background information is provided. Experiment 1 was a control study that compared short and long versions of text containing information that describe the characteristics of different plant features (e.g., roots, stems, leaves, and flowers) and how each is able to adapt to the characteristics of desert and mountain environments. Seventy-two participants sorted eight drawings of plants into two categories (desert and mountain plants) and read either a short list or a longer, more elaborate text describing the characteristics of plant features. Then after reading, they answered comprehension questions over the text until they mastered the information, and then they re-sorted the plants again. The results indicated that learners applied what they had read when resorting as evidenced by fewer errors relative to initial sort patterns. Experiment 2 compared the learning of linearly separable and non-linearly separable concepts for groups of participants that either received no background information (no text), read background information from a text to a high level of mastery (comprehensive text), or read at their own discretion prior to learning (available text). After participants completed one error free run through the eight training stimuli, they classified old training items and eight new transfer items. The results indicate that requiring participants to fully comprehend the text (the comprehensive text group) facilitated learning of the linearly separable concepts, but not non-linearly separable concepts. This finding is consistent with the assumption that learning is enhanced when the items to be learned do not violate background knowledge, as was the case for the comprehensive text group who learned the linearly separable concepts. In addition, transfer performance for the available and comprehensive text groups was driven more on what they had read relative to how similar the items were to past examples. However, exemplar similarity was predominantly used by all groups after learning non-linearly separable concepts. These findings were interpreted as supporting a mixed representational model that accounts for both exemplar similarity and background knowledge.